“Another window to the outside opened on the first day of school, when an eager young teacher told the class they could find out anything in the world if they paid attention and learned to read. To Jake it came as a revelation, the missing piece of the puzzle of his life! Here was the secret of existence he had known must be somewhere! All the mysteries of his existence would come clear, all the things he wondered about, if he would only learn to read. He did learn, quickly, passionately, with the ardor many boys reserve for sports.”

Source: Gibbon's Decline & Fall (1996), Chapter 2 (pp. 44-45)

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American fiction writer 1929–2016

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“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

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“Upon finding his quarry, he would learn what he could, make an evaluation, and act accordingly. Then he would tell his superiors whatever they wanted to hear, just as he always had.”

Bradley Denton (1958) American science fiction author

Source: Buddy Holly is Alive and Well on Ganymede (1991), p. 63

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“We can say that Muad'Dib learned rapidly because his first training was in how to learn. And the first lesson of all was the basic trust that he could learn.”

Princess Irulan in The Humanity of Muad'Dib
Dune (1965)
Context: Muad'Dib learned rapidly because his first training was in how to learn. And the first lesson of all was the basic trust that he could learn. It's shocking to find how many people do not believe they can learn, and how many more believe learning to be difficult. Muad'Dib knew that every experience carries its lesson.

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