We need but little learning to live happily.
Michel de MontaigneMots clés life happiness learning
The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.
Henning HansmannMots clés education learning school memory feeling forgetting camphill waldorf
There is one purpose to life and one only: to bear witness to and understand as much as possible of the complexity of the world -- its beauty, its mysteries, its riddles. The more you understand, the more you look, the greater is your enjoyment of life and your sense of peace. That's all there is to it. Everything else is fun and games. If an activity is not grounded in "to love" or "to learn" it does not have value.
Anne RiceMots clés life inspirational love learning
Everything has happened before - not once, but over and over again. We may not be able to solve our problems through what are pompously called "the lessons of history," but at least we should be able to recognize the issues and perhaps avoid some of the solutions that have failed in the past. And we can take heart in our own dilemma by realizing that other people in other times have survived worse.
Elizabeth PetersMots clés learning history mistakes
At this stage of my life, I've finally come to realize I've learned more from my children than they ever learned from me.
C.J. HeckMots clés learning children seniors
History is an excellent teacher with few pupils.
Will DurantMots clés learning history teaching
It's a fact—everyone is ignorant in some way or another.
Ignorance is our deepest secret.
And it is one of the scariest things out there, because those of us who are most ignorant are also the ones who often don't know it or don't want to admit it.
Here is a quick test:
If you have never changed your mind about some fundamental tenet of your belief, if you have never questioned the basics, and if you have no wish to do so, then you are likely ignorant.
Before it is too late, go out there and find someone who, in your opinion, believes, assumes, or considers certain things very strongly and very differently from you, and just have a basic honest conversation.
It will do both of you good.
Mots clés thinking learning questioning questions change secret think ignorance introspection open-mind wise discovery open-mindedness question beliefs open-minded assimilation new ignorant open adaptability ponder mutability new-thought rethinking receptive adapt assimilate incorporating re-evaluating rethink
Mots clés learning inventive adapt
I had always insisted that a good education was a synthesis of book learning and involvement in social action, that each enriched the other. I wanted my students to know that the accumulation of knowledge, while fascinating in itself, is not sufficient as long as so many people in the world have no opportunity to experience that fascination.
Howard ZinnMots clés education learning action educational-enrichment educational-inequity knowledge-acquisition
Possibly, he was in a state of second growth and recovery, and was constantly assimilating nutriment for his spirit and intellect from sights, sounds, and events which passed as a perfect void to persons more practised with the world. As all is activity and vicissitude to the new mind of a child, so might it be, likewise, to a mind that had undergone a kind of new creation, after its longsuspended life.
Nathaniel HawthorneMots clés learning personal-growth overstimulation
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