Quotes about learning
page 28

“Learning is its own exceeding great reward; and at the period of which we speak, it bore other fruits, not unworthy of it.”

William Hazlitt (1778–1830) English writer

"On Old English Writers and Speakers" (1825)
The Plain Speaker (1826)

“[Students] have to learn that ideas do not exist until they have been incorporated into words. Until that point you don’t know whether you are pregnant or just have gas on the stomach.”

Northrop Frye (1912–1991) Canadian literary critic and literary theorist

Source: "Quotes", Interviews with Northrop Frye (2008), p. 746

Idea

“At Chicago, I was in the midst of a veritable galaxy of stars: Trygve Haavelmo, Tjalling Koopmans, Theodore Anderson, Leonid Hurwicz, Herman Rubin, Kenneth Arrow, Don Patinkin, Herman Chernoff, and Herbert Simon, among others. I completed my first of a series of macroeconometric models, solidified my understanding of econometrics, learned (through endless discussion) about the functioning of the economy, and got started on several theoretical paths such as aggregation, demand systems, and prediction.”

Lawrence Klein (1920–2013) American economist

Star, Understanding

“A truly successful life is one filled with friends so it helps if people like being around you. If you suspect they don’t, have a think about how strongly you exhibit ‘likeable’ qualities such as listening well, being trustworthy, kind, generous, compassionate, fun, positive and unselfish. The good news is that you can learn such qualities even if they don’t come naturally to you.”

Nigel Cumberland (1967) British author and leadership coach

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

Life, People, Nature, Thinking

“Users can work with analysts and object designers to formulate and tune system requirements. People from business, analytical and object design disciplines can come together, learn from each other and generate meaningful descriptions of systems that are to be built. Each participant and each project has slightly different concerns and needs. Practical application of use cases can go a long way to improve our ability to deliver just what the customer ordered.”

Rebecca Wirfs-Brock (1953) American software engineer

About Conclusion
Designing scenarios: Making the case for a use case framework (1993)

People, Way, Business

“Albers [on Black Mountain College ] was a beautiful teacher and an impossible person. He wasn't easy to talk to, and I found his criticism so excruciating and so devastating that I never asked for it. Years later, though, I'm still learning what he taught me, because what he taught me had to do with the entire visual world. He didn't teach you how to 'do art'. The focus was always on your personal sense of looking… I consider Albers the most important teacher I've ever had, and I'm sure that he considers me one of his poorest students.”

Robert Rauschenberg (1925–2008) American artist

Source: 1960's, The Bride and the Bachelors, (1962), p. 198

World, Beauty, Art, Mountain

“Farrell’s other eleven defenses are The PMS Defense; The Husband Defense (Warren, I don’t quite know how to summarize this one—not sure I get it); The ‘Battered Woman Syndrome’ Defense, aka Learned Helplessness; ‘The Depressed Mother’ Defense; The ‘Mothers Don’t Kill’ Defense; The ‘Children Need Their Mother’ Defense; The ‘Blame-The-Father, Understand-The-Mother’ Defense; The ‘My Child, My Right To Abuse It’ Defense; The Plea Bargain Defense; The Svengali Defense; and The Contract Killing Defense.”

Warren Farrell book The Myth of Male Power

Source: The Myth of Male Power (1993), Part III: Government as substitute husband, Chapter 12.

Children, Understanding

“I am not prepared to hand over to any other person, though wise and learned, or to any institution however ancient or sure of its position, my inalienable right to search for ever-growing and ever-expanding truth. I believe the craving for security in belief is one which arises from within ourselves, and can only be met adequately from resources which are within ourselves. It seems to me that it is far more important for a soul in evolution to believe a few things because it has struggled, thought and suffered to discover and possess them, than it is for it to have a comfortable and orderly faith which it has adopted from any source outside itself.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.58 (Dr. Raynor Johnson: A Religious Outlook for Modern Man. 1962. Hodder and Stoughton. ppp. 122-23)

Truth, Faith, Soul, Search

“So many of the ideas on which our psychologists base their beliefs about human intelligence, memory, and learning are all wishful thinking.”

Daniel Keyes book Flowers for Algernon

Flowers for Algernon (1966)

Intelligence, Idea, Thinking, Memory

“You must save yourselves,” Rogol Domedonfors told them. “You have ignored the ancient wisdom, you have been too indolent to learn, you have sought easy complacence from religion, rather than facing manfully to the world.”

Jack Vance Dying Earth

Source: Dying Earth (1950-1984), The Dying Earth (1950), Chapter 5, "Ulan Dhor"

Wisdom, World, Religion

“How can we discriminate between favorable and unfavorable? We see that great spiritual teachers throughout history always support tradition while at the same time bringing about needed changes, or adaptations, in the details of how a spiritual culture is followed. These changes are made according to time, place, and the persons involved. While this may work when employed by spiritually evolved beings, how can the average person know when he or she is adapting in an inappropriate way or according to conditioning? In other words, how can we know how to not disturb the essence while changing details according to time and place? When one of my mentors, A. C. Bhaktivedanta Swami Srila Prabhupada, was asked this question, he said, “It is not an easy thing to know.” It takes a certain amount of spiritual advancement to know what can be changed and what cannot. It becomes important to understand what constitutes elevated consciousness, and thus what constitutes a proper leader. If we learn to recognize true visionary leadership, we can trust in the changes that are being made.”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

The King’s Duty is Spiritual
Books, Leadership for an Age of Higher Consciousness, Volume II: Ancient Wisdom for Modern Times (Hari-Nama Press, 2001)

Way, History, Understanding, Question

“Auschwitz existed within history, not outside of it. The main lesson I learned there is simple: We Jews should never, ever become like our tormentors … Since 1967 it has become obvious that political Zionism has one monolithic aim: Maximum land in Palestine with a minimum of Palestinians on it. This aim is pursued with an inexcusable cruelty as demonstrated during the assault on Gaza. The cruelty is explicitly formulated in the Dahiye doctrine of the military and morally supported by the Holocaust religion.I am pained by the parallels I observe between my experiences in Germany prior to 1939 and those suffered by Palestinians today. I cannot help but hear echoes of the Nazi mythos of "blood and soil" in the rhetoric of settler fundamentalism which claims a sacred right to all the lands of biblical Judea and Samaria. The various forms of collective punishment visited upon the Palestinian people -- coerced ghettoization behind a "security wall"; the bulldozing of homes and destruction of fields; the bombing of schools, mosques, and government buildings; an economic blockade that deprives people of the water, food, medicine, education and the basic necessities for dignified survival -- force me to recall the deprivations and humiliations that I experienced in my youth. This century-long process of oppression means unimaginable suffering for Palestinians.”

Hajo Meyer (1924–2014) Dutch physicist

" An Ethical Tradition Betrayed http://www.huffingtonpost.com/hajo-meyer/an-ethical-tradition-betr_b_438660.html," huffingtonpost.com, Jan. 27, 2010. Retrieved on March 27, 2010.

Pain, People, Youth, Education

“Today, the most important is to learn to understand other people. And not only their music, but also their philosophy, their attitude, their behavior. Only then will nations can get along with each other.”

Helmut Schmidt (1918–2015) Chancellor of West Germany 1974-1982

Weggefährten - Erinnerungen und Reflexionen, Siedler-Verlag Berlin 1996, p. 58, ISBN 9783442755158, ISBN 978-3442755158

People, Music, Behavior, Understanding

“The dark net fosters breathtaking creativity. The majority of the sites I visited were astonishingly adaptive and innovative. Outsiders, radicals and pariahs are often the first to find and use technology in shrewd ways, and the rest of us have much to learn from them.”

Jamie Bartlett book The Dark Net: Inside the Digital Underworld

The Dark Net: Inside the Digital Underworld (2014)

Way

“I maintain that learned orienting interactions, coupled with some mode of behavior that allowed for an independent recursive expansion of the domain of interactions of the organism, such as social life… and/or tool making and use, must have offered a selective basis for the evolution of the orienting behavior that in hominids led to our present-day languages.”

Humberto Maturana (1928) Chilean biologist and philosopher

Source: Biology of Cognition (1970), p. 31.

Life, Behavior

“The moral is obvious: it is that great armaments lead inevitably to war. If there are armaments on one side there must be armaments on other sides. While one nation arms, other nations cannot tempt it to aggression by remaining defenceless…The increase of armaments, that is intended in each nation to produce consciousness of strength, and a sense of security, does not produce these effects. On the contrary, it produces a consciousness of the strength of other nations and a sense of fear. Fear begets suspicion and distrust and evil imaginings of all sorts, till each government feels it would be criminal and a betrayal of its own country not to take every precaution, while every government regards every precaution of every other government as evidence of hostile intent…The enormous growth of armaments in Europe, the sense of insecurity and fear caused by them - it was these that made war inevitable. This, it seems to me, is the truest reading of history, and the lesson that the present should be learning from the past in the interest of future peace, the warning to be handed on to those who come after us.”

Edward Grey, 1st Viscount Grey of Fallodon (1862–1933) British Liberal statesman

Vol. 1, pp. 91-92.
Twenty-five Years (1925)

Hostility, War, Fear, Peace

“Those in the Ivy League, Hollywood, the media, the leftist rich, and most schools and universities who, like Obama, consider themselves superior intellectuals earmarked by some demented destiny to implement their pagan, socialist, and anti-human ideology in the United States. They first mean to destroy the Second Amendment, and then, safe to be tyrants, though cowards all, they intend remake in their own worthless image those Americans who still work hard, who believe in and are willing to fight to defend liberty, and who have learned the Founders' key lesson, namely, that the federal government must always be seen as an enemy of freedom and therefore must be kept in check and opposed to the hilt whenever necessary. Perhaps it would be best if Obama and his Ivy-League elite studied the words of a man they hail an icon of their party and with whom they share a liking for slavery, but who actually is a man they do not in the least understand.”

Michael Scheuer (1952) American counterterrorism analyst

As quoted in "Obama and his party offer America's young … death, misery, and slavery" http://non-intervention.com/1143/obama-and-his-party-offer-america%E2%80%99s-young-%E2%80%A6-death-misery-and-slavery/ (2013), by M. Scheuer, Michael Scheuer's Non-Intervention. 2010s

School, Understanding, Study, Freedom

“This much have I learned: A man’s life weighs more than glory, and a price paid in blood is a heavy reckoning.”

Lloyd Alexander The Chronicles of Prydain

Source: The Chronicles of Prydain (1964–1968), Book V : The High King (1968), Chapter 3 (Taran)

Life

“Learn just enough of the subject [metaphysics] to enable your mind to get rid of it.”

Benjamin Jowett (1817–1893) Theologian, classical scholar, and academic administrator

Quoted by Geoffrey Madan (1895-1947)

“Simply because it’s easier to learn to work for money, especially if fear is your primary emotion when the subject of money is discussed.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Money, Fear

“I learned the value of hard work by working hard.”

Margaret Mead (1901–1978) American anthropologist

Attributed in You Vs. You: Sport Psychology Got Life (2005) by Wayne Mazzoni, p. 90
2000s

“It was like beginning life anew without the vigor and enthusiasm of youth, like learning to become left-handed in old age.”

Chinua Achebe book Things Fall Apart

Source: Things Fall Apart (1958), Chapter 14 (pp. 120–121)

Life, Youth, Age

“No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”

Nelson Mandela (1918–2013) President of South Africa, anti-apartheid activist

1990s, Long Walk to Freedom (1995)

Love, Hate, People, Religion

“Eratosthenes was the director of the great library of Alexandria, the Centre of science and learning in the ancient world. Aristotle had argued that humanity was divided into Greeks and everybody else, whom he called barbarians and that the Greeks should keep themselves racially pure. He thought it was fitting for the Greeks to enslave other peoples. But Eratosthenes criticized Aristotle for his blind chauvinism, he believed there was good and bad in every nation.”

Carl Sagan (1934–1996) American astrophysicist, cosmologist, author and science educator

25 Min 10 Sec
Cosmos: A Personal Voyage (1990 Update), Who Speaks for Earth? [Episode 13]

People, World, Science

“After Moses Himself she is the most blissful sight. I relationship was then form
But hereof am I not learned to long to see her bodily presence while I am here, but the virtues of her blessed soul: her truth, her wisdom, her charity; whereby I may learn to know myself and reverently dread my God. And when our good Lord had shewed this and said this word: Wilt thou see her? I answered and said: Yea, good Lord, I thank Thee; yea, good Lord, if it be Thy will. Oftentimes I prayed this, and I weened to have seen her in bodily presence, but I saw her not so. And Jesus in that word shewed me ghostly sight of her: right as I had seen her afore little and simple, so He shewed her then high and noble and glorious, and pleasing to Him above all creatures.
And He willeth that it be known; that all those that please them in Him should please them in her, and in the pleasance that He hath in her and she in Him.”

Julian of Norwich (1342–1416) English theologian and anchoress

The Eleventh Revelation, Chapter 25

Wisdom, God, Truth, Soul

“The paradox that immediately bothers everyone who learns about the second law is this: If systems tend to become more disordered, why, then, do we see so much order around us? …It seems to conflict with our "creation myth": In the beginning, there was a big bang. …no one is saying that the second law of thermodynamics is wrong, just that there is a contrapuntal process organizing things at a higher level.”

J. Doyne Farmer (1952) American physicist and entrepreneur (b.1952)

The Third Culture: Beyond the Scientific Revolution (1995)

Law

“The peasant will be told what the Church has destroyed for them: the whole of the secret knowledge of nature, of the divine, the shapeless, the daemonic. The peasant will learn to hate the Church on that basis… We shall wash off the Christian veneer and bring out a religion particular to our race.”

Hermann Rauschning (1887–1982) German politician

Source: The Voice of Destruction (1940), p. 55

Hate, Secret, Religion, Nature

“Collaboration is important not just because it's a better way to learn. The spirit of collaboration is penetrating every institution and all of our lives. So learning to collaborate is part of equipping yourself for effectiveness, problem solving, innovation and life-long learning in an ever-changing networked economy.”

Don Tapscott (1947) Canadian businessman

Don Tapscott, in: The spirit of collaboration is touching all of our lives http://www.theglobeandmail.com/globe-debate/the-spirit-of-collaboration-is-touching-all-of-our-lives/article12409331/, The Globe and Mail, 7 June 2013

Life, Way, Problem, Change

“When I experienced what was going on first hand, I just got sucked into the whole thing. Thank God I did. I met some amazing people and, hopefully, I’ve changed the lives of a lot of children. Just as important, I think it’s been an incredible growing and learning experience for me.”

Madonna (1958) American singer, songwriter, and actress

About her work in Malawi Celebrity Parade With Jeanne Wolf, ABC, 2008-06-27 http://abcnews.go.com/Entertainment/Story?id=5251905,

God, Children, People, Thinking

“Babylon,
Learned and wise, hath perished utterly,
Nor leaves her speech one word to aid the sigh
That would lament her.”

William Wordsworth (1770–1850) English Romantic poet

Part I, No. 25 - Missions and Travels.
Ecclesiastical Sonnets (1821)

“Bin Laden's long-standing support for the Palestinians against Israel also appears to have been learned at his father's knee.”

Michael Scheuer (1952) American counterterrorism analyst

Through Our Enemies' Eyes (p. 82).
2000s

Support, Appearance

“The word qur’an means “recitation.” It was not designed for private perusal, but like most scriptures, it was meant to be read aloud, and the sound was an essential part of the sense. Poetry was important in Arabia. The poet was the spokesman, social historian, and cultural authority of his tribe, and over the years the Arabs had learned how to listen to a recitation and had developed a highly sophisticated critical ear.”

Karen Armstrong (1944) author and comparative religion scholar from Great Britain

Muhammad: A Prophet of Our Times
Muhammad: A Biography of The Prophet (2001)

Sense, Reading, Parting

“Ah, well! We live and learn, or, anyway, we live.”

Will Cuppy (1884–1949) American writer

The Hermit's Emergency Shelf
How to Be a Hermit (1929)

“I am learning the ropes of captaincy from MS Dhoni.”

MS Dhoni (1981) Indian cricket player

Dwayne Bravo https://www.scoopwhoop.com/sports/dhoni-quotes/

“I think the control I had over my work was less than adequate. There was nothing wrong with the good bits in my poems, it’s just that they were packed around with lots and lots of bad bits, and I think that the only way I’ve improved in the last several decades [... ] is that I’ve learned to leave out the bad bits. I’m not sure you do improve beyond that.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

From a conversation with Peter Porter broadcast on ABC Radio, Australia in the program 'Book Talk' on Saturday 15 October 2005
Television and radio

Way, Thinking

“A final moral concerns terminology. Why did such serious people take so seriously axioms which now seem so arbitrary? I suspect that they were misled by the pernicious misuse of the word ‘measurement’ in contemporary theory. This word very strongly suggests the ascertaining of some preexisting property of some thing, any instrument involved playing a purely passive role. Quantum experiments are just not like that, as we learned especially from Bohr. The results have to be regarded as the joint product of ‘system’ and ‘apparatus,’ the complete experimental set-up.”

John S. Bell (1928–1990) Northern Irish physicist

"On the impossible pilot wave" (1982), included in Speakable and Unspeakable in Quantum Mechanics (1987), p. 166

People

“Believe me, you will find more lessons in the woods than in books. Trees and stones will teach you what you cannot learn from masters.”
Experto crede: aliquid amplius invenies in silvis, quam in libris. Ligna et lapides docebunt te, quod a magistris audire non possis.

Bernard of Clairvaux (1090–1153) French abbot, theologian

Epistola CVI, sect. 2; translation from Edward Churton The Early English Church ([1840] 1841) p. 324

Books, Tree

“I don't know who I am / but you know, life is for learning.”

Joni Mitchell (1943) Canadian musician

"Woodstock"
Songs

Life

“Until men learn to celebrate and operate on the feminine aspect of themselves and stop the oppression of women, children, the environment, other species, we don’t have a world to live in. It’s not a world that anyone chooses to live in.”

James Cromwell (1940) American actor and producer

"Tribeca Film Festival Interview: John and James Cromwell of A .45 at 50th" http://www.huffingtonpost.com/cynthia-ellis/tribeca-film-festival-int_b_561477.html by Cynthia Ellis, in HuffingtonPost.com (4 July 2010)

Women, Men, Children, World

“Real learning… is a thing in which the learner is not a receiver only of words written or spoken: he must be a doer.”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I

“In my profession I have learned that women can bear more pain than men.'
'Are you a doctor, sir?”

Helen Garner (1942) Australian author

'No. A shoe repairer.'
Page 123.
Other Peoples Children (1980)

Women, Men, Pain, Shoe

“The scholar and the world! The endless strife,
The discord in the harmonies of life!
The love of learning, the sequestered nooks,
And all the sweet serenity of books;
The market-place, the eager love of gain,
Whose aim is vanity, and whose end is pain!”

Henry Wadsworth Longfellow (1807–1882) American poet

St. 23. Morituri Salutamus http://www.americanpoems.com/poets/longfellow/19229 (1875)

Love, Life, Pain, Books

“What had already been done for music by the end of the eighteenth century has at last been begun for the pictorial arts. Mathematics and physics furnished the means in the form of rules to be followed and to be broken. In the beginning it is wholesome to be concerned with the functions and to disregard the finished form. Studies in algebra, in geometry, in mechanics characterize teaching directed towards the essential and the functional, in contrast to apparent. One learns to look behind the façade, to grasp the root of things. One learns to recognize the undercurrents, the antecedents of the visible. One learns to dig down, to uncover, to find the cause, to analyze.”

Paul Klee (1879–1940) German Swiss painter

1921 - 1930
Source: 'Bauhaus prospectus 1929'; as quoted in Artists on Art, from the 14th – 20th centuries, ed. by Robert Goldwater and Marco Treves; Pantheon Books, 1972, London, p. 444

Art, Music, Mathematics, Study

“Verse no longer stands at the centre of communicative discourse. It is no longer, as it was from Homer to Milton, the natural repository of knowledge and traditional sentiment. It no longer gives to society its main record of past grandeur or its natural setting for prophecy, as it did in Virgil and Dante. Verse has grown private. It is a special language which the individual poet insinuates, by force of personal genius, into the awareness of his contemporaries, persuading to learn and perhaps hand on his own uses of words. Poetry has become essentially lyric — that is to say, it is the poetry of private vision rather than of public or of national occasion.”

George Steiner (1929–2020) American writer

Source: The Death of Tragedy (1961), Ch. IX (p. 309).

Communication, Nature, Knowledge, Past

“Where have all the soldiers gone?
Gone to graveyards, everyone.
Oh, when will they ever learn?
Oh, when will they ever learn?”

Pete Seeger (1919–2014) American folk singer

"Where Have All the Flowers Gone?" (1955)

“It is known that the mathematics prescribed for the high school [Gymnasien] is essentially Euclidean, while it is modern mathematics, the theory of functions and the infinitesimal calculus, which has secured for us an insight into the mechanism and laws of nature. Euclidean mathematics is indeed, a prerequisite for the theory of functions, but just as one, though he has learned the inflections of Latin nouns and verbs, will not thereby be enabled to read a Latin author much less to appreciate the beauties of a Horace, so Euclidean mathematics, that is the mathematics of the high school, is unable to unlock nature and her laws. Euclidean mathematics assumes the completeness and invariability of mathematical forms; these forms it describes with appropriate accuracy and enumerates their inherent and related properties with perfect clearness, order, and completeness, that is, Euclidean mathematics operates on forms after the manner that anatomy operates on the dead body and its members.
On the other hand, the mathematics of variable magnitudes—function theory or analysis—considers mathematical forms in their genesis. By writing the equation of the parabola, we express its law of generation, the law according to which the variable point moves. The path, produced before the eyes of the 113 student by a point moving in accordance to this law, is the parabola.
If, then, Euclidean mathematics treats space and number forms after the manner in which anatomy treats the dead body, modern mathematics deals, as it were, with the living body, with growing and changing forms, and thus furnishes an insight, not only into nature as she is and appears, but also into nature as she generates and creates,—reveals her transition steps and in so doing creates a mind for and understanding of the laws of becoming. Thus modern mathematics bears the same relation to Euclidean mathematics that physiology or biology … bears to anatomy. But it is exactly in this respect that our view of nature is so far above that of the ancients; that we no longer look on nature as a quiescent complete whole, which compels admiration by its sublimity and wealth of forms, but that we conceive of her as a vigorous growing organism, unfolding according to definite, as delicate as far-reaching, laws; that we are able to lay hold of the permanent amidst the transitory, of law amidst fleeting phenomena, and to be able to give these their simplest and truest expression through the mathematical formulas”

Christian Heinrich von Dillmann (1829–1899) German educationist

Source: Die Mathematik die Fackelträgerin einer neuen Zeit (Stuttgart, 1889), p. 37.

School, Law, Beauty, Mathematics

“Much time was wasted and ink spilled in the late 1960s and early 1970s trying to interpret the lagged effect of prices on wages as reflecting adaptive lags in the formation of expectations. But if we have learned anything from the new Keynesian economics of Fischer, Taylor, Blanchard, and their younger followers, it is that price and wage inertia is compatible with rational expectations.”

Robert J. Gordon (1940) American economist

Robert J. Gordon, The Phillips Curve Now and Then. (1990).

Time

“Were it not well, then, to begin with the substance, to learn to apprehend the reality of that kingdom which is all around us now, whether we recognize it or not, — to take our aims and endeavors into it, that they may be made part of it, however small, — to surrender ourselves to it, that our lives may do something towards its advancement, and that we may become fellow-workers, however humble, with all the wise and good who have gone before us, and with Him who made them what they are?”

John Campbell Shairp (1819–1885) British writer

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 269.

Reality, Parting

“I can’t evaluate my opinions of right and wrong because I learned them from my parents and haven’t lived long enough to have formed opinions in disagreement with theirs.”

Robert A. Heinlein book The Number of the Beast

Source: The Number of the Beast (1980), Chapter XI : “—citizens must protect themselves.”, p. 98

Parent

“You see, lots of the real people can't do it at all: they're such fools that they think style comes by nature to people in their position; and so they never learn. There's always something professional about doing a thing superlatively well.”

George Bernard Shaw (1856–1950) Irish playwright

1910s, Pygmalion (1912)

People, Fools, Nature, Thinking

“I think faith in each other is much harder than faith in God or faith in crystals. I very rarely have faith in God; I occasionally have little spasms of it, but they go away, if I think hard enough about it. I am incandescent with rage at the idea of horoscopes and of crystals and of the nonsense of 'New Age', or indeed even more pseudo-scientific things: self-help, and the whole culture of 'searching for answers', when for me, as someone brought up in the unashamed Western tradition of music and poetry and philosophy, all the answers are there in the work that has been done by humanity before us, in literature, in art, in science, in all the marvels that have created this moment now, instead of people looking away. The image to me... is gold does exist, and for 'gold' say 'truth', say 'the answer', say 'love', say 'justice', say anything: it does exist. But the only way in this world you can achieve gold is to be incredibly intelligent about geology, to learn what mankind has learnt, to learn where it might lie, and then break your fingers and blister your skin in digging for it, and then sweat and sweat in a forge, and smelt it. And you will have gold, but you will never have it by closing your eyes and wishing for it. No angel will lean out of the bar of heaven and drop down sheets of gold for you. And we live in a society in which people believe they will. But the real answer, that there is gold, and that all you have to do is try and understand the world enough to get down into the muck of it, and you will have it, you will have truth, you will have justice, you will have understanding, but not by wishing for it.”

Stephen Fry (1957) English comedian, actor, writer, presenter, and activist

From Radio 4's Bookclub http://www.bbc.co.uk/programmes/p00f8l3b 2000s

Love, God, People, Truth

“We do not inhabit a perfected world where natural selection ruthlessly scrutinizes all organic structures and then molds them for optimal utility. Organisms inherit a body form and a style of embryonic development; these impose constraints upon future change and adaptation. In many cases, evolutionary pathways reflect inherited patterns more than current environmental demands. These inheritances constrain, but they also provide opportunity. A potentially minor genetic change […] entails a host of complex, nonadaptive consequences. […] What “play” would evolution have if each structure were built for a restricted purpose and could be used for nothing else? How could humans learn to write if our brain had not evolved for hunting, social cohesion, or whatever, and could not transcend the adaptive boundaries of its original purpose?”

Stephen Jay Gould book Hen's Teeth and Horse's Toes

"Hyena Myths and Realities", p. 156
Hen's Teeth and Horse's Toes (1983)

World, Optimism, Nature, Change

“A victim of God may,
Through learning adaption,
Become a partner of God,
A victim of God may,
Through forethought and planning,
Become a shaper of God.
Or a victim of God may,
Through shortsightedness and fear,
Remain God’s victim,
God’s plaything,
God’s prey.”

Octavia E. Butler book Parable of the Sower

Source: Parable of the Sower (1993), Chapter 4 (p. 31)

God, Fear

“Deign on the passing world to turn thine eyes,
And pause a while from learning to be wise.
There mark what ills the scholar's life assail —
Toil, envy, want, the patron, and the jail.”

Samuel Johnson (1709–1784) English writer

Source: Vanity of Human Wishes (1749), Line 157

Life, World, Envy

“Everything the British Empire built here will be history. Most of it already is, but it’s a history that has left its mark. In the War Cemetery at Sai Wan Bay you can see it clearly: understated but indelible. The armed forces of Imperial Japan tried to enslave the whole of the East, including Japan itself. Caught up in the terrible war that raged in Asia and the Pacific, a lot of our people who came out here to fight never came home. They died in a good cause. But if the people in this graveyard were somehow to learn that yet another tyranny was on the way, they would find it hard to rest in peace. One of them is my father, who has lain here now for fifty years. He lived and died under our old empire without ever thinking that it was wonderful beyond question. But he thought that it created more than it destroyed, and he was right. The best hope of our last colony is that when the men from the mainland finally take over they will not try to rewrite history by pretending we were never here. Some of us will always be here.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

On the then imminent transfer of sovereignty over Hong Kong from the British Empire to the People's Republic of China. From Clive James' Postcard from Hong Kong.
Television and radio

Men, War, People, Peace

“I hate Macs. I have always hated Macs. I hate people who use Macs. I even hate people who don't use Macs but sometimes wish they did. Macs are glorified Fisher-Price activity centres for adults; computers for scaredy cats too nervous to learn how proper computers work; computers for people who earnestly believe in feng shui.”

Charlie Brooker (1971) journalist, broadcaster and writer from England

Guardian columns

Hate, People, Cats

“The scandal is that there are still many articles, discussions, and textbooks, which advertise various interpretations and philosophical profundities. In the seventeenth century Cartesians refused to accept Newton’s attraction because they could not accept a force that was not transmitted by a medium. Even now many physicists have not yet learned that they should adjust their ideas to the observed reality rather than the other way round.”

Nico van Kampen (1921–2013) Dutch theoretical physicist

The Scandal of Quantum Mechanics (2008)

Way, Idea, Reality

“Speech is human, silence is divine, yet also brutish and dead: therefore we must learn both arts.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

Notebooks (1830).
1830s

Art, Silence, Dead

“The God idea is growing more impersonal and nebulous in proportion as the human mind is learning to understand natural phenomena and in the degree that science progressively correlates human and social events.”

Emma Goldman (1868–1940) anarchist known for her political activism, writing, and speeches

The Philosophy of Atheism (1916)

God, Idea, Understanding, Nature

“The state is taking action against people who have peacefully demonstrated their ideas. They are writers—all they did is to express their minds through the Internet. So the pattern is very clear. The state tries to maintain stability by crushing any thought of making change. It could happen to me, because I did the same thing and in many cases I went much further and deeper. But I always think the government can learn from their mistakes—they should learn and understand; they should be just as intelligent as anyone else.”

Ai Weiwei (1957) Chinese concept artist

2010-, I have to speak for people who are afraid, 2010

People, Intelligence, Idea, Understanding

“We must examine the degree to which we coddle middle-class girls. There is something sick about it. The girls I see on campuses are often innocuous, with completely homogenized personalities, miserable, anorexic and bulimic. The feminist movement teaches them that it's men's fault, but it isn't. These girls go out into the world as heiresses of all the affluence in the universe. They are the most pampered and most affluent girls on the globe. So stop complaining about men. You're getting all the rewards that come with the nice-girl persona you've chosen. When you get into trouble and you're batting your eyes and someone is offending you and you are too nice to deal with it, that's a choice. Assess your persona. Realize the degree to which your niceness may invoke people to say lewd and pornographic things to you — sometimes to violate your niceness. The more you blush, the more people want to do it. Understand your part of it and learn to parry. Sex talk is a game. The girls in the Sixties loved it. If you don't want some professor to call you honey, tell him.”

Camille Paglia (1947) American writer

Playboy interview (May 1995)

Love, Men, People, World

“We expect to learn new tricks because one of our science based abilities is being able to predict. That after all is what science is about. Learning enough about how a thing works so you'll know what comes next. Because as we all know everything obeys the universal laws, all you need is to understand the laws.”

James Burke (science historian) (1936) British broadcaster, science historian, author, and television producer

The Day the Universe Changed (1985)

Law, Understanding, Universe, Science

“Unfortunately, it appeared that she was going to be around when they learned the hard way that interstellar wars of aggression were much easier to lose than to win.”

Charles Stross book Singularity Sky

Source: Singularity Sky (2003), Chapter 8, “Confessions” (p. 188)

War, Way, Appearance

“…there is very little about self-publishing a comic book that can be taught, but everything about it can be learned.”

Dave Sim (1956) Canadian cartoonist, creator of Cerebus

Source: Cerebus Guide to Self-Publishing (1997), p. 21

Books

“Everyone knows that mathematics offers an excellent opportunity to learn demonstrative reasoning, but I contend also that there is no other subject in the usual curricula of the schools that affords a comparable opportunity to learn plausible reasoning. …let us learn proving, but also let us learn guessing.”

George Pólya (1887–1985) Hungarian mathematician

Induction and Analogy in Mathematics (1954)

School, Mathematics

“Men may be very learned, and yet very miserable; it is easy to be a deep geometrician, or a sublime astronomer, but very difficult to be a good man. I esteem, therefore, the traveller who instructs the heart, but despise him who only indulges the imagination. A man who leaves home to mend himself and others, is a philosopher; but he who goes from country to country, guided by the blind impulse of curiosity, is only a vagabond.”

Oliver Goldsmith book The Citizen of the World

The Citizen of the World (1760–1761), Letter VII.

Men, Travel, Home, Imagination

“Uncertainty is he root of all progress and all growth. As the old adage goes, the man who believes he knows everything learns nothing. We cannot learn anything without first not knowing something.”

Mark Manson (1984) American writer and blogger

Source: The Subtle Art of Not Giving a F*ck (2016), Chapter 6, “You’re Wrong About Everything (But So Am I)” (p. 135)

“Freedom can exist only in the society of knowledge. Without learning, men are incapable of knowing their rights.”

Benjamin Rush (1745–1813) American physician, educator, author

Education Agreeable to a Republican Form of Government http://books.google.com/books?id=iquJqc4QPDwC&pg=PA97&dq=%22Freedom+can+exist+only+in+the+society+of+knowledge.+Without+learning,+men+are+incapable+of+knowing+their+rights+%22&hl=en&ei=0SBGTM3zIZCmnQfxsb38Aw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCoQ6AEwAQ#v=onepage&q=%22Freedom%20can%20exist%20only%20in%20the%20society%20of%20knowledge.%20Without%20learning%2C%20men%20are%20incapable%20of%20knowing%20their%20rights%20%22&f=false

Men, Knowledge, Freedom

“I know that you observe Christmas Day as you learned it at home. I do not observe it. However, as assistant director of this prison, I allow all the Catholics to observe freely and with some joy this day in this home.”

Odilo Globocnik (1904–1945) SS officer

Quoted in "In Tito's Death Marches and Extermination Camps" - Page 163 - by Joseph Hecimovic, John Prcela - 1962.

Home, Joy, Christmas

“I learned the right way to live from my parents. I never heard any hate in my house. I never heard my father say a mean word to my mother, or my mother to my father, either. During the war, when food was hard to get, my parents fed their children first and they ate what was left. They always thought of us.”

Roberto Clemente (1934–1972) Puerto Rican baseball player

As quoted in "Clemente, 32, Pays Tribute to Parents" by Les Biederman, in The Sporting News (September 3, 1966), p. 12
Other, <big><big>1960s</big></big>, <big>1966</big>

Hate, War, Children, Food

“We are so accustomed to hear arithmetic spoken of as one of the three fundamental ingredients in all schemes of instruction, that it seems like inquiring too curiously to ask why this should be. Reading, Writing, and Arithmetic—these three are assumed to be of co-ordinate rank. Are they indeed co-ordinate, and if so on what grounds?
In this modern “trivium” the art of reading is put first. Well, there is no doubt as to its right to the foremost place. For reading is the instrument of all our acquisition. It is indispensable. There is not an hour in our lives in which it does not make a great difference to us whether we can read or not. And the art of Writing, too; that is the instrument of all communication, and it becomes, in one form or other, useful to us every day. But Counting—doing sums,—how often in life does this accomplishment come into exercise? Beyond the simplest additions, and the power to check the items of a bill, the arithmetical knowledge required of any well-informed person in private life is very limited. For all practical purposes, whatever I may have learned at school of fractions, or proportion, or decimals, is, unless I happen to be in business, far less available to me in life than a knowledge, say, of history of my own country, or the elementary truths of physics. The truth is, that regarded as practical arts, reading, writing, and arithmetic have no right to be classed together as co-ordinate elements of education; for the last of these is considerably less useful to the average man or woman not only than the other two, but than 267 many others that might be named. But reading, writing, and such mathematical or logical exercise as may be gained in connection with the manifestation of numbers, have a right to constitute the primary elements of instruction. And I believe that arithmetic, if it deserves the high place that it conventionally holds in our educational system, deserves it mainly on the ground that it is to be treated as a logical exercise. It is the only branch of mathematics which has found its way into primary and early education; other departments of pure science being reserved for what is called higher or university instruction. But all the arguments in favor of teaching algebra and trigonometry to advanced students, apply equally to the teaching of the principles or theory of arithmetic to schoolboys. It is calculated to do for them exactly the same kind of service, to educate one side of their minds, to bring into play one set of faculties which cannot be so severely or properly exercised in any other department of learning. In short, relatively to the needs of a beginner, Arithmetic, as a science, is just as valuable—it is certainly quite as intelligible—as the higher mathematics to a university student.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 267-268.

Life, Truth, Education, School

“I have studied at Barcelona, at Salamanca, at Alcala, at Paris; what have I learned? The language of doubt; but in me there was no harbor for doubt. Jesus came, and my trust in God has grown by the doubts of men.”

Ignatius of Loyola (1491–1556) Catholic Saint, founder of the Society of Jesus (the Jesuits)

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 599.

Men, God, Study

“My dear Mrs. Singh,” Lady Corey sighed, interrupting. “The first thing you must learn about prevarication is to reduce detail to an absolute minimum.”

David D. Levine (1961) science fiction writer

Source: Arabella and the Battle of Venus (2017), Chapter 11, “Prisoners” (p. 164)

“Secondly, the student is trained to accept historical mis-statements on the authority of the book. If education is a pre- paration for adult life, he learns first to accept without question, and later to make his own contribution to the creation of historical fallacies, and still later to perpetuate what he has learnt. In this way, ignorant authors are leading innocent students to hysterical conclusions. The process of the writers' mind provides excellent material for a manual on logical fallacies. Thirdly, the student is told nothing about the relationship between evidence and truth. The truth is what the book ordains and the teacher repeats. No source is cited. No proof is offered. No argument is presented. The authors play a dangerous game of winks and nods and faints and gestures with evidence. The art is taught well through precept and example. The student grows into a young man eager to deal in assumptions but inapt in handling inquiries. Those who become historians produce narratives patterned on the textbooks on which they were brought up. Fourthly, the student is compelled to face a galling situation in his later years when he comes to realize that what he had learnt at school and college was not the truth. Imagine a graduate of one of our best colleges at the start of his studies in history in a university in Europe. Every lecture he attends and every book he reads drive him mad with exasperation, anger and frustration. He makes several grim discoveries. Most of the "facts", interpretations and theories on which he had been fostered in Pakistan now turn out to have been a fata morgana, an extravaganza of fantasies and reveries, myths and visions, whims and utopias, chimeras and fantasies.”

Khursheed Kamal Aziz (1927–2009) historian

The Murder of History, critique of history textbooks used in Pakistan, 1993

Life, Truth, Books, Education

“Life becomes the way it is lived; and man may live the way he wants to live when he learns to think what he wants to think.”

Christian D. Larson (1874–1962) Prolific author of metaphysical and New Thought books

Source: Your Forces and How to Use Them (1912), p. 107

Life, Way, Thinking

“Bob Wills taught me how to be a bandleader and how to be a star. […] There was no time wasted between songs. I learned from him to keep the people moving and dancing. […] The more you keep the music going, the smoother the evening will be. Another thing he taught me was people came and paid their money to hear what they wanted to hear. Even if Bob had a mediocre band that night, the people knew his records and his radio shows and they heard what they thought Bob Wills sounded like. Whether he had a good night or a bad night, every night was a good night.”

Willie Nelson (1933) American country music singer-songwriter.

[Nelson, Willie; Bud Shrake; Edwin Shrake, 2000, Willie: An Autobiography, Cooper Square Press, 67]

Money, People, Music, Star

“Doctors, chess grand masters and football quarterbacks share a trait: the ability to recognize patterns and learn from them. A doctor can connect symptoms to causes and use that to make a diagnosis and offer a prescription. Top quarterbacks and grand masters can sense the shape of unfolding play, and profit from that knowledge.
Great managers are also skilled at pattern recognition. Every industry is reshaped by patterns of strategic change that can dramatically shift profit and power.”

Adrian Slywotzky (1951) American economist

Source: Profit Patterns (1999), p. 2.

Knowledge, Sense, Change, Football

“Collective intelligence. Think of how Wikipedia works, how Amazon harnesses user annotation on its site, the way photo-sharing sites like Flickr are bleeding out into other applications… We're entering an era in which software learns from its users and all of the users are connected.”

Tim O'Reilly (1954) Irish computer programmer

When asked "What innovation will most alter how we live in the next few years, as quoted in TIME magazine (24 October 2005)

Way, Photo, Intelligence, Thinking

“…the concentration of human beings in towns…is contrary to nature, and…this abnormal existence is bound to issue in suffering, deterioration, and gradual destruction to the mass of the population…countless thousands of our fellow-men, and still a larger number of children…are starved of air and space and sunshine. …This view of city life, which is gradually coming home to the heart and understanding and the conscience of our people, is so terrible that it cannot be put away. What is all our wealth and learning and the fine flower of our civilisation and our Constitution and our political theories – what are all these but dust and ashes, if the men and women, on whose labour the whole social fabric is maintained, are doomed to live and die in darkness and misery in the recesses of our great cities? We may undertake expeditions on behalf of oppressed tribes and races, we may conduct foreign missions, we may sympathise with the cause of unfortunate nationalities; but it is our own people, surely, who have the first claim upon us…the air must be purified…the sunshine must be allowed to stream in, the water and the food must be kept pure and unadulterated, the streets light and clean…the measure of your success in bringing these things to pass will be the measure of the arresting of the terrible powers of race degeneration which is going on in the countless sunless streets.”

Henry Campbell-Bannerman (1836–1908) Former Prime Minister of the United Kingdom

Speech in Belmont (25 January 1907), quoted in John Wilson, C.B.: A Life of Sir Henry Campbell-Bannerman (London: Constable, 1973), p. 588
Prime Minister

Life, Women, Men, Children

“My dream is to see a Middle East region where everyone has access to the unique and rich tradition of learning that has such a strong place in our Arabic and Islamic heritage.”

Mozah bint Nasser Al Missned (1958) wife of Sheikh Hamad bin Khalifa Al Thani

" Q&A Interview: Her Highness Sheikha Moza bint Nasser Launches Global Education Initiative" http://www.forbes.com/sites/skollworldforum/2012/11/14/qa-interview-her-highness-sheikha-moza-bint-nasser-launches-global-education-initiative/, Forbes for Skoll World Forum, November 14 2012

Dreams, Strong