Gordon Pask (1928–1996) British psychologist
Source: Learning Strategies and Individual Competence (1972), p. 273 as cited in: IEEE (1982) International Conference on Man/Machine Systems, 6-9 July 1982. p. 85.
Source: Learning Strategies and Individual Competence (1972), p. 276.
Gordon Pask (1928–1996) British psychologist
Source: Learning Strategies and Individual Competence (1972), p. 273 as cited in: IEEE (1982) International Conference on Man/Machine Systems, 6-9 July 1982. p. 85.
David Marr (1945–1980) British neuroscientist and psychologist
as cited in Steven Yantis (2001) Visual Perception: Essential Readings, p. 117.
Vision, 1982
Douglas Adams book The Salmon of Doubt
Source: The Salmon of Doubt (2002)
Context: My favorite piece of information is that Branwell Brontë, brother of Emily and Charlotte, died standing up leaning against a mantelpiece, in order to prove it could be done. This is not quite true, in fact. My absolute favorite piece of information is the fact that young sloths are so inept that they frequently grab their own arms and legs instead of tree limbs, and fall out of trees.
Harold Kelley (1921–2003) American psychologist & academic
Source: "Attribution theory and research." 1980, p. 467
Douglas John Foskett (1918–2004)
Librarians and Information Systems (1995)
“A poor relation—is the most irrelevant thing in nature.”
Charles Lamb Last Essays of Elia
Poor Relations.
Last Essays of Elia (1833)
Russell L. Ackoff (1919–2009) Scientist
Source: 1960s, Management misinformation systems, 1967, p. 147.
“The spirit of the command having failed to be assimilated, the letter alone remains.”
Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic
Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 166 -->
Context: One must have felt a real desire to exchange thoughts with others in order to discover all that a lie can involve. And this interchange of thoughts is from the first not possible between adults and children, because the initial inequality is too great and the child tries to imitate the adult and at the same time to protect himself against him rather than really to exchange thoughts with him. The situation we have described is thus almost the necessary outcome of unilateral respect. The spirit of the command having failed to be assimilated, the letter alone remains. Hence the phenomenon we have been observing. The child thinks of a lie as "what isn't true," independently of the subject's intentions. He even goes so far as to compare lies to those linguistic taboos, "naughty words." As for the judgment of responsibility, the further a lie is removed from reality, the more serious is the offense. Objective responsibility is thus the inevitable result of unilateral respect in its earliest stage.
Rosa Luxemburg (1871–1919) Polish Marxist theorist, socialist philosopher, and revolutionary
"Order reigns in Berlin", Last written words. Collected Works 4 <!-- p. 536 -->
Context: The leadership has failed. Even so, the leadership can and must be recreated from the masses and out of the masses. The masses are the decisive element, they are the rock on which the final victory of the revolution will be built. The masses were on the heights; they have developed this 'defeat' into one of the historical defeats which are the pride and strength of international socialism. And that is why the future victory will bloom from this 'defeat'.
'Order reigns in Berlin!' You stupid henchmen! Your 'order' is built on sand. Tomorrow the revolution will already 'raise itself with a rattle' and announce with fanfare, to your terror: I was, I am, I will be!