“A third principal states that the more intense the interaction between a student and its models, the more effective the training. Intensity - the extent to which tutors arouse a response in a student - is determined from direct observations of interactants (e.g., by recording emotional responses) or from indirect measures (e.g., blood pressure or hormone levels). One implication, supported by data reviewed in Pepperberg and Neapolitan, is that, for both humans and birds, intense interaction requires one or more tutors. Of course, increasing the intensity of the interaction may not always increase learning: overly nurturant models may inhibit learning by preventing a student from experimenting on his or her own and overly aggressive models may arouse fear or counter-aggression strong enough to block processing of any input.”
“Unfortunately, life is too short to learn as much and do as much as we would like. ~Schuyler Jones, 2011”
“An uninformed judgement, even when right, is often less useful than a reasoned view, even when wrong, that can then be dissected, examined, and corrected.”
“Je mehr man in einer Sprache durch Vernunft unterscheiden lernt, desto schwerer wird einem das Sprechen derselben. Im Fertig-Sprechen ist viel Instinktmäßiges, durch Vernunft läßt es sich nicht erreichen.”
“You don t learn from experience-experience is what you learn.”
“Improvement at anything is based on a thousand of tiny failures, ...and the magnitude of your success is based on how many times you ve failed at something.”
“The art of a sincere and heartfelt apology is one of the greatest skills you will ever learn.”
“Life is a school. Have fun! Enjoy! But don t forget to learn!”
“Evolutionarily, the function of attachment has been to protect the organism from danger. The attachment figure, an older, kinder, stronger, wiser other (Bowlby, 1982), functions as a safe base (Ainsworth et al., 1978), and is a presence that obviates fear and engenders a feeling of safety for the younger organism. The greater the feeling of safety, the wider the range of exploration and the more exuberant the exploratory drive (i.e., the higher the threshold before novelty turns into anxiety and fear). Thus, the fundamental tenet of attachment theory: security of attachment leads to an expanded range of exploration. Whereas fear constricts, safety expands the range of exploration. In the absence of dyadically constructed safety, the child has to contend with fear-potentiating aloneness. The child will devote energy to conservative, safety enhancing measures, that is, defense mechanisms, to compensate for what s missing. The focus on maintaining safety and managing fear drains energy from learning and exploration, stunts growth, and distorts personality development.”
“I have lived knowing nothing of the forest so there is nothing I can teach you. Go into the wild. Know the world....”
“Some things need no study, no learning, no repetition in pursuit of memory. They burn themselves into the eye and can be examined ever after in minute detail. Moreover it is their nature - as we cannot even think, without leaving a mark somewhere on the cosmos - to bring with them their own inescapable interpretation.”
“If you stop learning, you forget what you ready know.”
“We are the witnesses of a barely perceptible transformation in ordinary language: verbs which formerly expressed satisfying actions have been replaced by nouns which name packages designed for passive consumption only -- to learn becomes to accumulate credits .”
“The act of reading is a skill that can be cultivated.”
“Be a lifelong student. The more you learn, the more you earn and the more self-confidence you will have.”
“I do not consider my deeds or my knowledge to be a great thing. The only fact is — and I can say this honestly — that I love learning and a solitary life.”
“The English seem to relish unsystematic learning of this kind, in the same manner that they embarked upon Grand Tours of Europe in pursuit of a peripatetic scholarship.”