Quotes about learning
page 48

“I have done some films along the way that have been screwed up and not as good as they read. Some films that are not that good on the page turn into good movies. So I’m fallible is what I’m saying. It’s OK to be wrong. You learn from your wrongs. You don’t learn from being right. If you’re right, you already know it. If you’re wrong, it’s because you don’t know about it, and you made a mistake.”

Martin Landau (1928–2017) American actor and acting coach

Martin Landau: ‘Doubt Is Important’, Washington Times (December 25, 2016)

Way, Reading

“My father loved us dearly and deeply. There were eleven of us and our love for him was full of admiration. We held him in a kind of respectful awe, so powerful and formidable did he seem. I soon learned that beneath the exterior of a rough cavalryman he had a very good heart.”

Mohammad Reza Pahlavi (1919–1980) Shah of Iran

Page 33
Publications, The Shah's Story (1980), On his father

Love, Heart

“Ziegler said, “You know the story in the Bible, the story of Abraham and Isaac?”
“Of course.”
“God instructs Abraham to offer his son as a sacrifice. Isaac makes it as far as the chopping block before God changes his mind.”
Yes. Jacob had always imagined God a little appalled at Abraham’s willingness to cooperate.
Ziegler said, “What’s the moral of the story?”
“Faith.”
“Hardly,” Ziegler said. “Faith has nothing to do with it. Abraham never doubted the existence of God—how could he? The evidence was ample. His virtue wasn’t faith, it was fealty. He was so simplemindedly loyal that he would commit even this awful, terrible act. He was the perfect foot soldier. The ideal pawn. Abraham’s lesson: fealty is rewarded. Not morality. The fable makes morality contingent. Don’t go around killing innocent people, that is, unless you're absolutely certain God want you to. It’s a lunatic’s credo.
“Isaac, on the other hand, learns something much more interesting. He learns that neither God nor his own father can be trusted. Maybe it makes him a better man than Abraham. Suppose Isaac grows up and fathers a child of his own, and God approaches him and makes the same demand. One imagines Isaac saying, ’No. You can take him if you must, but I won’t slaughter my son for you.’ He’s not the good and faithful servant his father was. But he is, perhaps, a more wholesome human being.””

Robert Charles Wilson (1953) author

The Fields of Abraham (pp. 21-22)
The Perseids and Other Stories (2000)

God, People, Faith, Imagination

“Buddhism teaches that a craving for things outside ourselves causes an unhappy and pointless search for security. It teaches me to stop following every impulse and to learn restraint. Obviously, I lost track of what I was taught.”

Tiger Woods (1975) American professional golfer

(February 19, 2010) http://newsweek.washingtonpost.com/onfaith/undergod/2010/02/tiger_woods_buddhism_teaches_about_cravings_and_other_press_conference_confessions_1.html?hpid=sec-religion and the video on this page: http://www.cbsnews.com/video/watch/?id=6223495n Note: This quote was widely reported incorrectly ("creating of things") by the Associated Press, and in the text of the CBS page with the embedded video.

“Light in tone, the novel [Murphy] is Beckett’s response to the therapeutic orthodoxy that the patient should learn to engage with the larger world on the world’s terms.”

J.M. Coetzee (1940) South African writer

“The Making of Samuel Beckett,” New York Review of Books, vol. LVI, no. 7 (April 30, 2009), p. 14

World, Light

“Pedantry crams our heads with learned lumber, and takes out our brains to make room for it.”

Charles Caleb Colton (1777–1832) British priest and writer

Vol. II; XX
Lacon (1820)

“Not till I was shut up to prayer and to the study of God's word by the loss of earthly joys — sickness destroying the flavor of them all — did I begin to penetrate the mystery that is learned under the cross. And wondrous as it is, how simple is this mystery! To love Christ, and to know that I love Him — this is all.”

Elizabeth Prentiss (1818–1878) American musician, hymnwriter

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 568.

Love, God, Study, Loss

“A visionary leader seeks to empower others. They continue to search for truth while maintaining their principle-centered focus. Visionary leaders have a good balance between right-brain and leftbrain thinking. The right brain is more feminine, nurturing, intuitive and creative; the left-brain is more masculine and “physical,” interested more in results. Visionary leaders often produce a host of solutions for social, economic and other types of problems.
If we want visionary leaders, we must, of course, learn to recognize them and support them. Visionary leaders have great qualities, which they develop through their interest in values, intuition and partnership with others. They can bring spiritual culture to our religious and political lives. Mahatma Gandhi once said, “I must first be the change I want to see in my world.””

Bhakti Tirtha Swami (1950–2005) American Hindu writer

A visionary leader knows he must lead by example, and that his leadership will have a powerful impact on both present and future generations.
Ten Characteristics of a Servant-Leader
Books, Leadership for an Age of Higher Consciousness, Volume II: Ancient Wisdom for Modern Times (Hari-Nama Press, 2001)

Truth, World, Search, Support

“A man may go to heaven without health, without riches, without honors, without learning, without friends; but he can never go there without Christ.”

John Dyer (1699–1757) Welsh cleric, poet and painter

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 88.

Health, Christ

“O brave youth, how good for thee it were couldst thou be made to understand how infinitely precious are thy school years—years when thou hast leisure to grow, when new worlds break in upon thee, and thou fashionest thy being in the light of the ideals of truth and goodness and beauty! If now thou dost not fit thyself to become free and whole, thou shalt, when the doors of this fair mother-house of the mind, close behind thee, be driven into ways that lead to bondage, be compelled to do that which cripples and dwarfs; for the work whereby men gain a livelihood involves mental and moral mutilation, unless it be done in the spirit of religion and culture. Ah! well for thee, canst thou learn while yet there is time that it will profit thee nothing to become the possessor of millions, if the price thou payest is thy manhood.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), pp. 58-59

Men, Truth, Youth, World

“In the case of a novel, or any imaginative work, especially if the tone is poetic, my own preference is for ending with a touch of symbolism which shall leave the reader brooding. A fine novel, a well-written story, "proves" nothing. Certain characters have played their parts, life goes on, and the final passage may be allowed to remain with one foot in the air, as is the case with some of Chopin's conclusions. But there is no absolute rule in such matters, and there are epic novelists who like to end on a powerful crescendo, as Ravel does in Bolero, or Dvorak in the New-World Symphony. Composition has features which are common to all the arts, and the author can learn as much about his business in the concert hall as in the library.”

André Maurois (1885–1967) French writer

The Art of Writing

Life, World, Art, Imagination

“We have an obligation to read aloud to our children. To read them things they enjoy. To read to them stories we are already tired of. To do the voices, to make it interesting, and not to stop reading to them just because they learn to read to themselves.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

Children, Reading

“Besides the theory there are a lot of small technical details that must be learned so well that you can recall them almost instantaneously, such as the trigonometric identities… put one part of the identity on one side of a 3 x 5 card and the other part on the other side. Using these flash cards you can, in the odd moments of your daily life, learn the mechanical parts of the course. …for this kind of low-level material many short learning sessions are much more efficient than a few long, intense ones; but this is not necessarily true for larger ideas. …most students will not use such trivial devices as flash cards; it seems to be beneath their dignity. They suffer accordingly.”

Richard Hamming (1915–1998) American mathematician and information theorist

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

Life, Idea, Suffering, Parting

“For easier 'tis to learn and recollect
What moves derision than what claims respect.”

John Conington (1825–1869) British classical scholar

Book II, epistle i, p. 160
Translations, The Satires, Epistles, and Art of Poetry of Horace (1869), Epistles

“Aristippus being asked what were the most necessary things for well-born boys to learn, said, "Those things which they will put in practice when they become men."”

Diogenes Laërtius (180–240) biographer of ancient Greek philosophers

Aristippus, 4.
The Lives and Opinions of Eminent Philosophers (c. 200 A.D.), Book 2: Socrates, his predecessors and followers

Men, Boy

“Our country as a whole, no less than the Hastings College of Law, values tolerance, cooperation, learning, and the amicable resolution of conflicts. But we seek to achieve those goals through "[a] confident pluralism that conduces to civil peace and advances democratic consensus-building," not by abridging First Amendment rights.”

Samuel Alito (1950) Associate Justice of the Supreme Court of the United States

Dissenting, CLS v. Martinez, 130 S. Ct. 2971, 3015-16 (2010).

Peace, Law, Confidence, Country

“The whole secret of the study of nature lies in learning how to use one's eyes.”

George Sand (1804–1876) French novelist and memoirist; pseudonym of Lucile Aurore Dupin

Apprendre à voir, voilà tout le secret des études naturelles.
http://books.google.com/books?id=btRg0Qw2X9MC&q=%22Apprendre+%C3%A0+voir+voil%C3%A0+tout+le+secret+des+%C3%A9tudes+naturelles%22&pg=PA51#v=onepage
Letter to Juliette Lambert-Adam (7 April 1868)

Secret, Nature, Study

“Its easier to forget a thing without a name. I’ve learned to guard my affections.” “I know, you’ve never asked mine.””

Alice Borchardt (1939–2007) American fiction writer

Devoted

Forgetting

“It's a great game to try to look at the past, at an unscientific era, look at something there, and say have we got the same thing now, and where is it? So I would like to amuse myself with this game. First, we take witch doctors. The witch doctor says he knows how to cure. There are spirits inside which are trying to get out. … Put a snakeskin on and take quinine from the bark of a tree. The quinine works. He doesn't know he's got the wrong theory of what happens. If I'm in the tribe and I'm sick, I go to the witch doctor. He knows more about it than anyone else. But I keep trying to tell him he doesn't know what he's doing and that someday when people investigate the thing freely and get free of all his complicated ideas they'll learn much better ways of doing it. Who are the witch doctors? Psychoanalysts and psychiatrists, of course.”

Richard Feynman book The Meaning of It All

lecture III: "This Unscientific Age" David Goodstein reports http://www.americanscientist.org/bookshelf/pub/feynmaniacs-should-read-this-review-skip-lecture-collection-save-22-simoleons that the entire psychology department walked out in a huff at this point. The Meaning of It All (1999)

People, Way, Game, Idea

“The generation of Isaiah did not require the detailed description; his account, "I saw the Lord," &c., sufficed. The generation of the Babylonian exile wanted to learn all the details. …Isaiah was so familiar with it that he did not consider it necessary to communicate it to others as a new thing, especially as it was well known to the intelligent.”

Maimónides book The Guide for the Perplexed

Source: Guide for the Perplexed (c. 1190), Part III, Ch.6

Intelligence, Communication

“The only reason I've managed to run this open source project, is that I have learned to delegate even the delegation to other people.”

Larry Wall (1954) American computer programmer and author, creator of Perl

final words of the video
Public Talks, Larry Wall Speaks at Google (2008)

People

“I've always wanted to go to college — I don't know what college — just to explore the world. I want to learn languages — many, multiple languages. And I love to help people, so I think it would be fun to do some nonprofit work.”

AnnaSophia Robb (1993) American actress, singer, and model

Radio Free Entertainment interview (2007)

Love, People, World, Thinking

“Managers cannot learn from doing things right, only from doing them wrong”

Russell L. Ackoff (1919–2009) Scientist

Source: 2000s, A little book of f-laws: 13 common sins of management, 2006, p. 37 cited in: Andrew Carey (2008) Inside Project Red Stripe: Incubating Innovation and Teamwork at the Economist. p. 49.

“We want freedom for our country, but not at the expense or exploitation of others, not us to degrade other countries…I want the freedom of my country so that other countries may learn something from my free country so that the resources of my country might be utilized for the benefit of mankind.”

Lal Bahadur Shastri (1904–1966) The second Prime Minister of the Republic of India and a leader of the Indian National Congress party

Freedom, Country

“We shall never have a science of economics unless we learn to discern the operation of law even among the most perplexing complications and apparent interruptions.”

William Stanley Jevons The Theory of Political Economy

Source: The Theory of Political Economy (1871), Chapter IV, Theory of Exchange, p. 110.

Law, Science

“A childhood can be judged sheltered or not according to which was learned first, the four-letter word or the euphemism.”

Mignon McLaughlin (1913–1983) American journalist

The Complete Neurotic's Notebook (1981), Unclassified

Childhood

“We're a peaceful nation. Yet, as we have learned, so suddenly and so tragically, there can be no peace in a world of sudden terror. In the face of today's new threat, the only way to pursue peace is to pursue those who threaten it.”

George W. Bush (1946) 43rd President of the United States

2000s, 2001, Invasion of Afghanistan (October 2001)

World, Peace, Way

“While growing your management skill…you set out to learn more about business. To grow yourself as a leader is a human thing. For that you must set out to learn more about humans, and yourself.”

Kent Thiry (1956) Business; CEO of DaVita

Vanderbilt Commencement Address (2011)

Business

“I must have a talk with you, David, and learn all the new ideas. As far as I can see, one must hate everybody but at the same time give them free medical attention and a lot of extra education, poor things! All those helpless little children herded into schoolhouses every day — and cod liver oil forced down babies’ throats whether they like it or not — such nasty-smelling stuff.”

Agatha Christie (1890–1976) English mystery and detective writer

Lucy Angkatell
The Hollow (1946)

Hate, Children, Education, Idea

“A faith, like a species, must evolve or go extinct when the environment changes. It is not a gentle process in either case. … It's nice to have grizzly bears and wolves living in the wild. They are no longer a menace; we can peacefully co-exist, with a little wisdom. The same policy can be discerned in our political tolerance, in religious freedom. You are free to preserve or create any religious creed you wish, so long as it does not become a public menace. We're all on the Earth together, and we have to learn some accommodation. … The message is clear: those who will not accommodate, who will not temper, who insist on keeping only the purest and wildest strain of their heritage alive, we will be obliged, reluctantly, to cage or disarm, and we will do our best to disable the memes they fight for. Slavery is beyond the pale. Child abuse is beyond the pale. Discrimination is beyond the pale. The pronouncing of death sentences on those who blaspheme against a religion (complete with bounties or reward for those who carry them out) is beyond the pale. It is not civilized, and it is owed no more respect in the name of religious freedom than any other incitement to cold-blooded murder. … That is — or, rather, ought to be, the message of multiculturalism, not the patronizing and subtly racist hypertolerance that "respects" vicious and ignorant doctrines when they are propounded by officials of non-European states and religions.”

Daniel Dennett book Darwin's Dangerous Idea

Darwin's Dangerous Idea (1995)

Death, Wisdom, Faith, Religion

“Coleman Hawkins told me never to play with someone older than me, and I never have. With older players, there's no force, no drive. With younger players, it's not that you know it all, or I know it all—it's I'm trying to learn it all.”

Miles Davis (1926–1991) American jazz musician

As quoted in Jazz-Rock Fusion: The People, The Music (1978) by Julie Coryell and Laura Friedman, p. 40
1970s

“Many years ago I heard a paper read by a colleague who was very philosophically astute and informed. The paper was on ethics, and it was rigorously argued, proper distinctions were made, and the critique of other points of view was cogent. … When my colleague finished his paper the man chairing the meeting said, "That's not ethics. Ethics has to do with prophecy. I learned that from Rabbi Abraham Heschel."”

James Gustafson (1925) American academic

Source: "Varieties of Moral Discourse: Prophetic, Narrative, Ethical and Policy", p. 47

Reading

“It is as useless for a person to want first of all to decide the externals and after that the fundamentals as it is for a cosmic body, thinking to form itself, first of all to decide the nature of its surface, to what bodies it should turn its light, which its dark side, without first letting the harmony of centrifugal and centripetal forces realize its existence and letting the rest come of itself. One must learn to know oneself before knowing anything else (gnothi seauton). Not until a person has inwardly understood himself and then sees the course he is to take does his life gain peace and meaning.”

Sören Kierkegaard (1813–1855) Danish philosopher and theologian, founder of Existentialism

Journal entry, August 1, 1835
1830s, The Journals of Søren Kierkegaard, 1830s

Life, Peace, Nature, Thinking

“To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.””

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 11-12

Men, Education, Way, Error

“The solution, as all thoughtful people recognize, must lie in properly melding the themes of inborn predisposition and shaping through life's experiences. This fruitful joining cannot take the false form of percentages adding to 100—as in “intelligence is 80 percent nature and 20 percent nurture,” or “homosexuality is 50 percent inborn and 50 percent learned,” and a hundred other harmful statements in this foolish format. When two ends of such a spectrum are commingled, the result is not a separable amalgam (like shuffling two decks of cards with different backs), but an entirely new and higher entity that cannot be decomposed”

Stephen Jay Gould book Dinosaur in a Haystack

just as adults cannot be separated into maternal and paternal contributions to their totality
"The Monster's Human Nature", p. 60
Dinosaur in a Haystack (1995)

Life, People, Lie, Intelligence

“[The construal of context as a semiotic construct accompanies the construal of language as a metafunctionally organized system because of the realizational relationship between the two. And it is this relationship which helps to explain how language is learned:]
It is this that enables, and disposes, the child to learn the lexicogrammar: since the system is organized along functional lines, it relates closely to what the child can see language doing as he observes it going on around him.”

Michael Halliday (1925–2018) Australian linguist

Source: 1970s and later, Learning How to Mean--Explorations in the Development of Language, 1975, p. 122 cited in: M.A.K. Halliday, Jonathan Webster (2006) The Language of Early Childhood. p. 289.

Help

“Improvement in learning was no part of the thoughts or attention of our ancestors.”

Joseph Yates (judge) (1722–1770) English barrister and judge

4 Burr. Part IV., 2387.
Dissenting in Millar v Taylor (1769)

Parting

“Learning is like bank-notes: prudence and good behaviour are like silver, useful upon all occasions.”

James Burgh (1714–1775) British politician

The Dignity of Human Nature (1754)

“The fundamental tenet of the Védántí school, to which in a more modern age the incomparable Sancara was a firm and illustrious adherent, consisted, not in denying the existence of matter, that is, of solidity, impenetrability, and extended figure (to deny which would be lunacy), but, in correcting the popular notion of it, and in contending, that it has no essence independent of mental perception, that existence and perceptibility are convertible terms, that external appearances and sensations are illusory, and would vanish into nothing if the divine energy, which alone sustains them, were suspended but for a moment; an opinion which Epicharmus and Plato seem to have adopted, and which has been maintained in the present century with great elegance, but with little publick applause; partly because it has been misunderstood, and partly because it has been misapplied by the false reasoning of some unpopular writers, who are said to have disbelieved in the moral attributes of God, whose omnipresence, wisdom, and goodness are the basis of the Indian philosophy… [N]othing can be farther removed from impiety than a system wholly built on the purest devotion; and the inexpressible difficulty, which any man, who shall make the attempt, will assuredly find in giving a satisfactory definition of material substance, must induce us to deliberate with coolness, before we censure the learned and pious restorer of the ancient Véda; though we cannot but admit, that, if the common opinions of mankind be the criterion of philosophical truth, we must adhere to the system of Gotama, which the Bráhmens of this province almost universally follow.”

William Jones (1746–1794) Anglo-Welsh philologist and scholar of ancient India

II. pp. 238-239
"On the Philosophy of the Asiatics" (1794)

Wisdom, God, Truth, Age

“Everything I did was deprecated by the media and others. I think I derived my strength from it. There was brouhaha over my singing my own compositions. I wondered why I cannot choose words to express myself. That’s what Tyagaraja did. He described Rama the way he saw him. Ironically many of my works are now being used by musicians and dancers. It’s heartening though. I never expected to reach where I am today. I learned music without knowing it will one day become my calling.”

M. Balamuralikrishna (1930–2016) Carnatic vocalist, instrumentalist and playback singer

Source: Chitra Swaminathan "He defines ‘style’ as tradition".

Music, Way, Thinking, Singing

“…If there's one thing I've learned in this life, it's that you never say no to an old gypsy woman with a blind eye and leprous fingernails.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review http://www.rogerebert.com/reviews/drag-me-to-hell-2009 of Drag Me to Hell (7 June 2009) Reviews, Three star reviews

Life

“Only one thing matters: learning to be the loser.”

Emil M. Cioran book The Trouble With Being Born

The Trouble With Being Born (1973)

“And so I look back on not just the last ten years but everything that I've done as being sort of an ongoing growing continual film school. I mean I don't think I've got to a point where I've achieved anything that feels like, a particular milestone, but there's still a lot more to learn and hopefully a lot more films to make.”

Peter Jackson (1961) New Zealand film director, producer, actor, and screenwriter

Darkhorizons interview (27 March 2006)

School, Feeling, Thinking

“Leadership cannot really be taught. It can only be learned.”

Harold Geneen (1910–1997) American businessman

Managing, Chapter Six (Leadership), p. 99.

Leadership

“So we beat the Croations at football and I was there yelling "Ah, you Crotes!" and this guy says "It's cro-at; learn to speak English." So I was about to retort when he said "Hang on, you're Omid Djalili! You're good! I said "Aww thanks." He says "What are you going to do next?" I said "I'm in a pantomime of Wind in the Willows. I play the TO-AD, OF TO-AD HALL! I get in my BO-AT! And it sinks because it can't FLO-AT! And when I get out of the river, I'm wet and cold so I put on my CO-AT! And I can't get in my house because it's full of ferrets and STO-ATS!"”

Omid Djalili (1965) Iranian-British stand-up comedian

Amusing wordplay but ultimately leads nowhere. The Telegraph.
No Agenda (2007)

Guy, Football, Housing

“Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right—and the obligation—to speak the public language of los gringos.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Education, School, Family, Support

“The word failure is not in my vocabulary. I learn something every day. It's human to make mistakes.”

Helen Reddy (1941) Australian actress

On the incidents in her career in Las Vegas as quoted in "Reddy: Full Speed Ahead... and Back". Hawn, Jack, L. A. Times, 25 July 1987 http://articles.latimes.com/1987-07-25/entertainment/ca-1064_1_full-speed

Failure

“The best way to learn a language may be an episode of jail in a foreign country.”

Nassim Nicholas Taleb book Antifragile: Things That Gain from Disorder

Source: Antifragile: Things That Gain from Disorder (2012), p. 62

Way, Country

“As a professional I practice six or seven hours per day, though it depends on my schedule. That's how it is as a musician. It's only when you reach grade five you take them more serious. Until then I saw it as fun. I used to learn them by play pop tunes on the piano. They have harmonies and broken chords and can be used as building blocks to help you with scales.”

Joanna MacGregor (1959) British musician

The Irish News, 22/01/2005
On Classical Music

Help, Dependency

“One great lesson that we can learn from its systematic absence in the work of the grand theorists is that every self-conscious thinker must at all times be aware of — and hence be able to control — the levels of abstraction on which he is working. The capacity to shuttle between levels of abstraction, with ease and with clarity, is a signal mark of the imaginative and systematic thinker.”

C. Wright Mills book The Sociological Imagination

The Sociological Imagination (1959)

Imagination, Time

“I made no Scruple of diverting (from the common Road of Studies then in fashion) to any part of Useful Learning. Presuming, that Knowledge is no Burthen; and, if of any part thereof I should afterwards have no occasion to make use, it would at least do me no hurt; And what of it l might or might not have occasion for, I could not then foresee.”

John Wallis (1616–1703) English mathematician

Dr. Wallis's Account of some Passages of his own Life (1696)

Fashion, Knowledge, Study, Parting

“The Japanese people, since the war, have undergone the greatest reformation recorded in modern history. With a commendable will, eagerness to learn, and marked capacity to understand, they have, from the ashes left in war's wake, erected in Japan an edifice dedicated to the supremacy of individual liberty and personal dignity; and in the ensuing process there has been created a truly representative government committed to the advance of political morality, freedom of economic enterprise, and social justice. Politically, economically, and socially Japan is now abreast of many free nations of the earth and will not again fail the universal trust… I sent all four of our occupation divisions to the Korean battlefront without the slightest qualms as to the effect of the resulting power vacuum upon Japan. The results fully justified my faith. I know of no nation more serene, orderly, and industrious, nor in which higher hopes can be entertained for future constructive service in the advance of the human race.”

Douglas MacArthur (1880–1964) U.S. Army general of the army, field marshal of the Army of the Philippines

1950s, Farewell address to Congress (1951)

War, People, Faith, Justice

“The best teacher is the one who himself has had to struggle to learn.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Teachers

“Ever since its emergence a few months ago, the declared ambition of the startup caliphate of the Islamic State has been to “wipe out every trace of Infidel influence” in areas under its control. Yet, with each passing day, it becomes more clear that, its deadly fantasies notwithstanding, the IS can’t escape from a world created and dominated by the Infidel. Start with the name that the IS, or Daesh in Arabic, has chosen for itself: ad-dawlat al-Islamiyah, or “Islamic Government.” The concepts of “state” and “government” are entirely Western, not adopted by Muslim peoples until the 19th century. The very words “state” and “government” are never mentioned in the Quran. Daesh’s “caliph” has also appointed a number of vizirs. This, too, is un-Islamic. Of Persian origin, the word vizir designated high officials of the pre-Islamic Sasanian Empire overthrown by Arab Muslim warriors in the 7th century. Mohammad had no vizirs, nor did any of his four immediate successors, the so-called “Well Guided caliphs…” The Islamic State’s most noteworthy embrace of the works of the “Infidel,” however, is surely its use of the satanic Internet. Its personnel, including converts from Europe and North America, regularly display across the Web what seems to be the main, if not the only, thing they’ve learned from Islam: cutting the throats of defenseless captives.”

Amir Taheri (1942) Iranian journalist

"The not-so-Islamic State: ISIS’ huge debt to the infidel" http://nypost.com/2014/11/20/the-not-so-islamic-state-isis-huge-debt-to-the-infidel/, New York Post (November 20, 2014). New York Post

People, World

“What I have learned from my travels is that by listening at least as much as we speak, and by trying to understand before we act, we perhaps stand a better chance of coming up with the right answers…”

Camilla, Duchess of Cornwall (1947) second wife of Prince Charles

The Duchess of Cornwall speaking in 2007
Unsourced

Travel, Understanding, Chance

“The Marquis went to Boston the day before the action, and did not return until last night, just as we were leaving the Island. He went to wait upon the Admiral, to learn his further intentions, and to get him to return again and complete the expedition, if possible.”

Nathanael Greene (1742–1786) American general in the American Revolutionary War

Letter to George Washington (August 1778)

Waiting, Night

“I think Floyd needs to learn before he opens his mouth. You don't put a man like me in a situation like that. You know, you put me in a name that's got to do with prejudice when you know nothing about me. I am a multi-cultured individual. I take from all cultures. Look at me. I am a product of many cultures as a young, Irish man. I know he wasn't saying that I am that person, but it put me in that bracket and I did not appreciate that one bit. There's people buried in the desert for less than that so Floyd needs to understand before he speaks who he is speaking about and that is as simple as that.”

Conor McGregor (1988) Irish mixed martial artist and boxer

"UFC 197 press conference" https://www.youtube.com/watch?v=75xAdA3uVeY (January 2016), Ultimate Fighting Championship, Zuffa, LLC 2010s, 2016

People, Understanding, Thinking, Personality

“And many of the people who buy or found banks have had no experience in banking at all. If they can learn it, so can we.”

Penny Lernoux (1940–1989) American writer and journalist

In Banks We Trust (1984).

People

“Some young men think they can learn how to be successful in politics from books, and they cram their heads with all sorts of college rot. They couldn’t make a bigger mistake. p. 7”

George Washington Plunkitt (1842–1924) New York State Senator

Plunkitt of Tammany Hall, Chapter 2, How to Become a Statesman

Men, Books, Thinking, Success

“Learning is all that mass of facts, and of judgments on the facts, and of conclusions drawn therefrom; wisdom is the extracted essence of the whole, that which the Soul has gathered out of all these experiences, and it is, as you are aware, its work in Devachan to turn these experiences into wisdom.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

p. 55

Wisdom, Soul

“Very clever, all those boys are, very clever boys. I think they should turn professional. They tell me now they've learned to put on make-up. Soon they're going to use it on the stage!”

Frankie Howerd (1917–1992) British actor

http://www.bbc.co.uk/dna/h2g2/A744914

Boy, Thinking

“Probably the greatest difference among men is this difference in habits of thought. There are some minds which behave merely like the mechanic who having learned his trade in a certain way never can function in any other.”

Everett Dean Martin (1880–1941)

Source: Psychology: What it has to Teach You about Yourself and Your World (1924), p. 83

Men, Way

“When my brother… was a young boy learning the Chinese classics, I was in the habit of listening with him and I became unusually proficient at understanding those passages that he found too difficult to grasp and memorize. Father, a most learned man, was always regretting the fact: "Just my luck!" he would say. "What a pity she was not born a man!" But then I gradually realized that people were saying "It's bad enough when a man flaunts his Chinese learning; she will come to no good," and since then I have avoided writing the simplest [Chinese] character. My handwriting is appalling.”

Murasaki Shikibu book The Diary of Lady Murasaki

trans. Richard Bowring
The Diary of Lady Murasaki

People, Boy, Understanding

“The trick is to maintain a kind of naïve amazement at each instant of experience—but, as Montaigne learned, one of the best techniques for doing this is to write about everything. Simply describing an object on your table, or the view from your window, opens your eyes to how marvelous such ordinary things are. To look inside yourself is to open up an even more fantastical realm.”

Sarah Bakewell book How to Live

Source: How to Live, or, A Life of Montaigne in one Question and Twenty Attempts at an Answer (2010), p. 37.

“He knew that the world, and Annie as the representative of the world, whatever praise might be bestowed, could never say the fitting word nor feel the fitting sentiment which should be the perfect recompense of an artist who, symbolizing a lofty moral by a material trifle,—converting what was earthly to spiritual gold,—had won the beautiful into his handiwork. Not at this latest moment was he to learn that the reward of all high performance must be sought within itself, or sought in vain.”

Nathaniel Hawthorne (1804–1864) American novelist and short story writer (1804 – 1879)

"The Artist of the Beautiful" (1844)

World, Beauty, Feeling, Perfection

“I grew up in Hungary, lived through fascism and the Holocaust, and then had a foretaste of communism. I learned at an early age how important it is what kind of government prevails. I chose America as my home because I value freedom and democracy, civil liberties and an open society. When I had made more money than I needed for myself and my family, I set up a foundation to promote the values and principles of a free and open society.”

George Soros (1930) Hungarian-American business magnate, investor, and philanthropist

Why We Must Not Reelect President Bush (2004)

Money, Age, Family, Democracy

“The search for happiness is natural, because it is the constitutional position of the spirit soul to be eternally joyful. But our search for happiness in the external, physical world is always frustrated; we look everywhere, never realizing permanent pleasure. Temporary, relative pleasure is certainly here to be had, but it is always accompanied by its counterpart: pain. Those who are wise, then, look within, learning how to pursue not only the relative pleasure of this world but, more to the point, they focus on the higher pleasure of the spiritual realm.”

Steven J. Rosen (1955) American editor, author on Vaishnavism

“The Scent Of Happiness”, in The Agni and the Ecstasy (London: Arktos, 2012), p. 302 https://books.google.it/books?id=fYjX7W6SCLMC&pg=PA302.

Pain, Happiness, Pleasure, World

“And by the way, the theory of evolution was popular way before Darwin; he just made it more popular. Aristotle taught a form of evolution in 400 B. C. The Egyptians taught evolution to Moses when he was in school. They said, "Life evolved from the slime on the Nile River." Moses learned that growing up. Later, he edited the book of Genesis. "In the beginning, God created the heaven and the earth."”

Kent Hovind (1953) American young Earth creationist

Didn't phase him, okay?
Creation seminars (2003-2005), The dangers of evolution

Life, God, Books, School

“Curiosity and enthusiasm to learn and grow”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

Books, Spiritual Warrior, Volume III: Solace for the Heart in Difficult Times (Hari-Nama Press, 2000)

“After one of those terrible lovers' quarrels that leave one in a state of incomprehensible despair. I came out of the theater, tears streaming, and overheard the petulant voice of a college girl complaining to her boyfriend, "Well I don't see what was so special about that movie." I walked up the street, crying blindly, no longer certain whether my tears were for the tragedy on the screen, the hopelessness I felt for myself, or the alienation I felt from those who could not experience the radiance of Shoeshine. For if people cannot feel Shoeshine, what can they feel?… Later I learned that the man with whom I had quarreled had gone the same night and had also emerged in tears. Yet our tears for each other, and for Shoeshine did not bring us together. Life, as Shoeshine demonstrates, is too complex for facile endings.”

Pauline Kael (1919–2001) American film critic

Review for Shoeshine (1946) as quoted in Sontag & Kael: Opposites Attract Me (2004) by Craig Seligman.

Life, People, Feeling, Girl

“The thing that I have learned is that vulnerability is at the center of fear and shame, but it is also at the center of joy and gratitude and love and belonging…If we continue to wake up every day and put our game faces on and think that invulnerability is the way to be … then we pay the price, because I don't know that we would ever fully experience joy and love and belonging.”

Brené Brown (1965) US writer and professor

University of Houston, Pride Stories http://www.uh.edu/pride-stories/Brene-Brown/Brene-Brown-Story%20/index.php

Love, Fear, Way, Game

“I don't believe in twisting yourself into knots of excuses and explanations over the food you make. … Maybe the cat has fallen into the stew, or the lettuce has frozen, or the cake has collapsed—eh bien, tant pis! Usually one's cooking is better than one thinks it is. And if the food is truly vile … then the cook must simply grit her teeth and bear it with a smile—and learn from her mistakes.”

Julia Child (1921–2004) American chef

My Life In France: Le Cordon Bleu, p. 71

Food, Smile, Cats, Thinking

“But I hope that by the decision and authority of wise princes that sometime devout and learned men from the churches of other nations and of ours may be summoned together to deliberate about all the controversies and that there be handed down to posterity one harmonious, true, and clear form of doctrine, without any ambiguity. Meanwhile, as far as possible, let us encourage the union of our churches with measured advice.”
Opto autem, ut sapientum Principum consilio, et autoritate aliquando, et ex aliarum gentium Ecclesiis, et nostris, pii et eruditi viri convocentur, ut de omnibus controversiis deliberetur, et una consentiens forma doctrinae vera et perspicua, sine ulla ambiguitate posteritati tradatur.

Philip Melanchthon (1497–1560) German reformer

Letter to Elector Friedrich of the Palatinate, November 1, 1559. In The Peter Martyr Library: Dialogue on the Two Natures in Christ, Pietro Martire Vermigli, John Patrick Donnelly, trans. & ed, Thomas Jefferson University Press, 1995, ISBN 0940474336 ISBN 978-0940474338, vol. 2, p. 167. http://books.google.com/books?id=dkTspOwegEsC&pg=PA167&dq=%22true,+and+clear+form+of+doctrine,+++without+any+ambiguity%22&hl=en&ei=2XUqTJCjGY2inQf_q93VDg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CC0Q6AEwAQ#v=onepage&q=%22true%2C%20and%20clear%20form%20of%20doctrine%2C%20%20%20without%20any%20ambiguity%22&f=false. Primary source: Corpus Reformatorum, 1842, Volume 9, p. 961. http://books.google.com/books?id=mMk8AAAAYAAJ&pg=PA1559-IA6&dq=%22una+consentiens+forma+doctrinae+vera+et+perspicua%22&hl=en&ei=Wf4jTMOpIML78AaryfzcBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q=%22una%20consentiens%20forma%20doctrinae%20vera%20et%20perspicua%22&f=false Alternate translation: Moreover, I desire that with the plan of the wise rulers and with their authority, pious and learned men at some time be called together both from our own churches and the churches of other nations in order that there might be a deliberation about all these controversies, and that one consenting form of doctrine, true and clear and without any ambiguity, might be handed down to posterity. In Melanchthon in English: New Translations into English with a Registry of Previous Translations: A Memorial to William Hammer (1909-1976), Lowell C. Green, Charles D. Froehlich, Center for Reformation Research, 1982, p. 24. http://books.google.com/books?id=kkoXAAAAIAAJ&q=%22Elector+Friedrich+of+the+Palatinate%22+english&dq=%22Elector+Friedrich+of+the+Palatinate%22+english&hl=en&ei=LIUqTNelDYPlnQeG85GYAQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCsQ6AEwAA

Men, Hope, Decision

“A learned man always has riches within himself.”
Homo doctus in se semper divitias habet.

Phaedrus book Fables

Book VI, fable 22, line 1
Fables

“The destruction of the atom [the split of it, in modern physics] seemed to me to be the same as the destruction of the world.... science to me appeared to be dead: its most important basis was only a lunacy, a mistake perpetrated by learned men.... who blindly mistook one object for another.”

Wassily Kandinsky (1866–1944) Russian painter

Source: 1916 -1920, Autobiography', 1918, p. 16

Men, World, Appearance, Science

“Fiction has two uses. Firstly, it's a gateway drug to reading. The drive to know what happens next, to want to turn the page, the need to keep going, even if it's hard, because someone's in trouble and you have to know how it's all going to end … that's a very real drive. And it forces you to learn new words, to think new thoughts, to keep going. To discover that reading per se is pleasurable. Once you learn that, you're on the road to reading everything. And reading is key. There were noises made briefly, a few years ago, about the idea that we were living in a post-literate world, in which the ability to make sense out of written words was somehow redundant, but those days are gone: words are more important than they ever were: we navigate the world with words, and as the world slips onto the web, we need to follow, to communicate and to comprehend what we are reading. People who cannot understand each other cannot exchange ideas, cannot communicate, and translation programs only go so far.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

People, Pleasure, World, Communication

“The kind of economic trouble that Asia experienced a decade ago, and that we're all experiencing now, is precisely the sort of thing we thought we had learned to prevent. In the bad old days big, advanced economies with stable governments-like Britain in the 1920s-might have had no answer to prolonged periods of stagnation and deflation; but between John Maynard Keynes and Milton Friedman, we thought we knew enough to keep that from happening again.”

Paul Krugman (1953) American economist

Introduction
The Return of Depression Economics and The Crisis of 2008 (2009)

“The translator constantly learns new things about himself.”

Ventseslav Konstantinov (1940–2019) Bulgarian writer and Translator

As quoted in "From Bach to Kafka, or... about temptation - An interview by Emil Bassat http://darl.eu/intervie/84_05_30.htm" in Sofia News (30 May 1984).

“The further institutional designers try to move along the continuum toward explicit proactive systems that force integration in exclusionary and racist societies, the more they will learn about how much redesign of ethnic antipathy is feasible in them.”

Ian Shapiro (1956) American political theorist

"The State of Democratic Theory" in The Democracy Sourcebook (2003) edited by Robert Dahl, Ian Shapiro, and José Antonio Cheibub.

“I had learned, after all, to trust neither religion nor politics and to put my faith in the realities of metal, wood and steam, in practical engineering, whose rules could neither be changed nor made the subject of morality, so why should I show reverence for mere antiquity?”

Michael Moorcock book The City in the Autumn Stars

Source: The City in the Autumn Stars (1986), Chapter 5 (p. 262)

Faith, Religion, Reality, Change

“As an Army officer, I learned that in order to be effective, an army must have three key abilities: To move, shoot, and communicate. Take away any one, and you are ineffective. But if you get all three right, you can absolutely devastate an opponent—even one that has vastly superior numbers.”

James Wesley Rawles (1960) Survivalist-fiction author and blogger

Modern Slavery Must End! https://survivalblog.com/modern_slavery_must_end/ Survivalblog, 6 May 2013

Communication

“When I was a kid, my parents had a 900-pound television on top of a TV tray. My dad's theory was, "Let him pull it on his head a few times, he'll learn. You wanna put a penny in the light socket? Try that out. OHH! Hurt like hell, didn't it? Don't do that no more."”

Jeff Foxworthy (1958) American stand-up comedian

You Might Be a Redneck If… (1993)

Hell, Parent, Light, Time

“We believe that, ultimately, the most important learning occurs in the context of our day-to-day life, the aspirations we pursue, the challenges we face, and the responses we bring forth.”

Peter M. Senge (1947) American scientist

The Dance of Change (1999)

Life

“An alert and learned man will take advice from any event.”

Ali (601–661) cousin and son-in-law of the Islamic prophet Muhammad

Majlisi, Bihārul Anwār, vol. 1, p. 160
Regarding Knowledge & Wisdom, General

“No skill, no special aptitude, no vividness of imagination or precision of thinking would go unrecognized because the child who possessed it was of one sex rather than the other. No child would be relentlessly shaped to one pattern of behavior, but instead there should be many patterns, in a world that had learned to allow to each individual the pattern which was most congenial to his gifts.”

Margaret Mead (1901–1978) American anthropologist

Source: 1930s, Sex and Temperament in Three Primitive Societies (1935), p. 321

World, Sex, Behavior, Imagination

“An evil fate befall German efforts to defend the ideal of liberty in general and in the field of economics in particular, with the result that today I am almost the only survivor of a generation that set out in the wake of the First World War to devote all its energies to the preservation of a civilised society, a generation that set itself the task to build a better society in a systematic fashion and to learn to understand, an to some extent defend, a tradition that had civilised the world.”

Friedrich Hayek (1899–1992) Austrian and British economist and Nobel Prize for Economics laureate

"The Rediscovery of Freedom: Personal Recollections" (1983), published in The Fortunes of Liberalism (1992)
1980s and later

Fate, War, World, Fashion

“Books are the way that we communicate with the dead. The way that we learn lessons from those who are no longer with us, that humanity has built on itself, progressed, made knowledge incremental rather than something that has to be relearned, over and over. There are tales that are older than most countries, tales that have long outlasted the cultures and the buildings in which they were first told. I think we have responsibilities to the future. Responsibilities and obligations to children, to the adults those children will become, to the world they will find themselves inhabiting. All of us – as readers, as writers, as citizens – have obligations.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

Children, Books, World, Way

“All Christian missionaries say that Jesus was a very calm and peace loving person. But in reality he was a hot-tempered persons destitute of knowledge and who behaved like a wild savage. This shows that Jesus was neither the son of God, nor had he any miraculous powers. He did not possess the power to forgive sins. The righteous people do not stand in need of any mediator like Jesus. Jesus came to spread discord which is going on everywhere in the world. Therefore, it is evident that the hoax of Christ’s being the Son of God, the knower of the past and the future, the forgiver of sin, has been set up falsely by his disciples. In reality, he was a very ordinary ignorant man, neither learned nor a yogi.”

Dayanand Saraswati (1824–1883) founder of the Arya Samaj, a Hindu reform movement

"Hindu Nationalists of Modern India" by Jose Kuruvachira, p. 20

Love, God, People, World

“The value of metaphors should not be underestimated. Metaphors have the virtue of an expected behavior that is understood by all. Unnecessary communication and misunderstandings are reduced. Learning and education are quicker. In effect metaphors are a way of internalizing and abstracting concepts allowing one's thinking to be on a higher plane and low-level mistakes to be avoided.”

Fernando J. Corbató (1926–2019) American computer scientist

Source: On Building Systems That Will Fail (1991), p. 81

Education, Way, Behavior, Communication

“Learning implies a mind that doesn't know.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

2nd Public Talk, Saanen, Switzerland (20 July 1971)
1970s

“Whatever America has to show in heroic living to-day, I doubt if she can show any thing finer than the quality of the resolve, the steadfast effort hundreds of black and coloured men are making to-day to live blamelessly, honourably, and patiently, getting for themselves what scraps of refinement, learning, and beauty they may, keeping their hold on a civilization they are grudged and denied.”

H. G. Wells book The Future in America: A Search After Realities

The Future in America (1906)

Men, Beauty, Effort

“Conflict is necessary for growth. But too often conflict becomes a haven for the soul. Until one day, the soul can no longer free itself. In real growth the soul learns to fly rather than having the ego inflated with praise from accomplishments as if it were a balloon. Only because it buys time, do we develop a strong and protective ego. This is the early stage in the soul’s evolution, until such time when the soul hatches out of its shell, which is the ego, into a new world in which there is incomparable beauty.”

Eugene J. Martin (1938–2005) American artist

Annotated Drawings by Eugene J. Martin: 1977-1978

World, Beauty, Soul, Strong

“Probably the profoundest difference between human and animal needs is made by one piece of human awareness, one fact that is not present to animals, because it is never learned in any direct experience: that is our foreknowledge of death. The fact that we ourselves must die is not a simple and isolated fact. It is built on a wide survey of facts that discloses the structure of history as a succession of overlapping brief lives, the patterns of youth and age, growth and decline; and above all that, it is built on the logical insight that one’s own life is a case in point. Only a creature that can think symbolically about life can conceive of its own death. Our knowledge of death is part of our knowledge of life.”

Susanne K. Langer (1895–1985) American philosopher

Philosophical Sketches, Ayer (1979)

Life, Death, Youth, Age

“School children and students who love God should never say: "For my part I like mathematics"; "I like French"; "I like Greek." They should learn to like all these subjects, because all of them develop that faculty of attention which, directed toward God, is the very substance of prayer.”

Simone Weil (1909–1943) French philosopher, Christian mystic, and social activist

Waiting on God (1950), Reflections on the Right Use of School Studies with a View to the Love of God

Love, God, Children, School

“There is a lesson to be learned from the history of sciences, technology and societies, if you look at the specific needs of each country at defining a scientific policy, policy that can not be the same everywhere: the basis of anything is education, so that people not only become qualified, but essentially become able to create new knowledge.”

José Leite Lopes (1918–2006) Brazilian physicist

Il y a une leçon à tirer de l'histoire des sciences, de la technologie et des sociétés, si l'on regarde les besoins spécifiques de chaque pays pour définir une politique scientifique, politique qui ne peut pas être identique partout : la base de tout, c'est l'éducation des gens, pour qu'ils soient non seulement compétents, mais surtout capables de créer de nouvelles connaissances.
in Science et développement: une politique scientifique peut-elle tirer un enseignement de l'histoire des sciences, in an edition by [Patrick Petitjean, Catherine Jami, Anne Marie Moulin, Science and empires: historical studies about scientific development and European expansion, Springer, 1992, 0792315189, 370]

People, Education, History, Knowledge