“Since human beings are highly adaptable it may be possible for an individual with any sort of competence to learn, in the end, according to any teaching strategy. But the experiments show, very clearly indeed, that the rate, quality and durability of learning is crucially dependent upon whether or not the teaching strategy is of a sort that suits the individual”

Source: Conversation, Cognition and Learning (1975), p. 261 as cited in: K.V. Wilson (2011) From Associations to Structure. p. 200.

After he started playing “blitz” (the shortest format of Chess) in Chennai in early years, pages=292-293
Reimagining India: Unlocking the Potential of Asia’s Next Superpower

Chap. 3 : The Chronology of Cooperation
Proposition 7.
The Evolution of Cooperation (1984; 2006)

Chap. 1 : Evolving New Strategies

Adapted from Robert Axelrod, “The Evolution of Strategies in the Iterated Prisoner’s Dilemma,” in Genetic Algorithms and Simulated Annealing, ed. Lawrence Davis (London: Pitman; Los Altos, Calif.: Morgan Kaufman, 1987)
The Complexity of Cooperation (1997)

Søren Kierkegaard, Two Ages: A Literary Review, 1846, Hong 1978/2009, pp. 67–68
1840s, Two Ages: A Literary Review (1846)
Context: It is not uncommon to hear a man who has become confused about what he should do in a particular situation complain about the unique nature of the situation, thinking that he could easily act if the situation were a great event with only one either/or. This is a mistake and a hallucination of the understanding. There is no such situation. The presence of the crucial either/or depends upon the individual’s own impassioned desire directed toward acting decisively, upon the individual’s own intrinsic competence, and therefore a competent man covets an either/or in every situation because he does not want anything more. But as soon as the individual no longer has essential enthusiasm in his passion but is spoiled by letting his understanding frustrate him every time he is going to act, he never in his life discovers the disjunction. And even if his penetrating, resourceful understanding is adequate for managing an entire household, he still has not had an understanding of his life in advance or in the moment of action, and it cannot be understood afterwords, either, because the action essentially did not take place, and the coherence of his life, became a garrulous continuation or a continued garrulity, a participial or infinitive phrase in which the subject must be understood or, more correctly, cannot be located at all because, as the grammarians say, the meaning does not make it clear for the simple reason that it lacks meaning. The whole thing becomes a flux, a blend of a little resolution and a little situation, a little prudence and a little courage, a little probability and a little faith, a little action and a little incident. Anyone who has made the fraudulent trade of getting abnormally good sense by losing the capacity to will and the passion to act is very inclined to stiffen his spinelessness with various and sundry predeliberations that feel their way ahead and various and sundry postmortem reinterpretations of what happened. Compared to this, an action is a brief something and apparently a poor something, yet it is in fact a definite something. The other is more splendid, but for all that it is a splendid shabbiness.

A Marxist Case For Intersectionality (2017)

Introduction, as translated by H. B. Nisbet (1975)
Variant translation: What experience and history teach is this — that people and governments never have learned anything from history, or acted on principles deduced from it.
Pragmatical (didactic) reflections, though in their nature decidedly abstract, are truly and indefeasibly of the Present, and quicken the annals of the dead Past with the life of to-day. Whether, indeed, such reflections are truly interesting and enlivening, depends on the writer's own spirit. Moral reflections must here be specially noticed, the moral teaching expected from history; which latter has not unfrequently been treated with a direct view to the former. It may be allowed that examples of virtue elevate the soul, and are applicable in the moral instruction of children for impressing excellence upon their minds. But the destinies of peoples and states, their interests, relations, and the complicated tissue of their affairs, present quite another field. Rulers, Statesmen, Nations, are wont to be emphatically commended to the teaching which experience offers in history. But what experience and history teach is this, that peoples and governments never have learned anything from history, or acted on principles deduced from it. Each period is involved in such peculiar circumstances, exhibits a condition of things so strictly idiosyncratic, that its conduct must be regulated by considerations connected with itself, and itself alone. Amid the pressure of great events, a general principle gives no help. It is useless to revert to similar circumstances in the Past. The pallid shades of memory struggle in vain with the life and freedom of the Present.
Lectures on the History of History Vol 1 p. 6 John Sibree translation (1857), 1914
Lectures on the Philosophy of History (1832), Volume 1

Native Son (1940)

Gesammelte Mathematische Werke (1876)