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Instruction does much, but encouragement everything."

(Letter to A.F. Oeser, Nov. 9, 1768)

Johann Wolfgang von Goethe

Stichwörter: education learning school encouragement instruction

Those who are enslaved to their sects are not merely devoid of all sound knowledge, but they will not even stop to learn!

Galen

Stichwörter: science truth knowledge learning

The scientific method," Thomas Henry Huxley once wrote, "is nothing but the normal working of the human mind." That is to say, when the mind is working; that is to say further, when it is engaged in corrrecting its mistakes.

Taking this point of view, we may conclude that science is not physics, biology, or chemistry--is not even a "subject"--but a moral imperative drawn from a larger narrative whose purpose is to give perspective, balance, and humility to learning.

Neil Postman

Stichwörter: science learning

For the things we have to learn before we can do them, we learn by doing them.

Aristotle

Stichwörter: life inspirational learning practice doing learning-by-doing

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.

Frank Herbert

Stichwörter: learning self-confidence

The more that you read, the more things you will know. The more that you learn, the more places you'll go.

Dr. Seuss

Stichwörter: reading learning seuss

The lyf so short, the craft so long to lerne.

Geoffrey Chaucer

Stichwörter: learning time creativity

In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.

Eric Hoffer

Stichwörter: learning change-management

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

John Lubbock

Stichwörter: science books education knowledge learning hate mind memory mistake teaching forget instruction facts worship importance confusion book-learning cultivation dry-facts lessons mental-food pupil strain tastes