“No one can do the learning for you.”
“Mistakes focus our minds on specific details. They weed out truths and afford us goals, bringing straight to our attention lessons to be learned. Mistakes are not meant to make us failures; they are meant to make us wise.”
“من علمني حرفا في الكبر كمن ألقى على أم رأسي بحجر”
“Catastrophe alone sparks man’s salvation. I don’t mean in the religious sense, although I guess it is appropriate there, too, because believers agree that salvation comes only after death. It is part of the human near-tragedy that we learn more from loss than from gain. Gain binds us until we stumble and fall into that black pit then we find the spirit of understanding and truth. And if we fall far enough and still persist, we find our salvation.”
“We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all. But in general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions.”
“Civilized are not those who never make mistakes – civilized are those who learn from their mistakes instead of trying to justify them.”
“Debate is an attempt to cling to the illusion of control provided by a point of view designed to keep the ego in place; dialogue is an attempt to dance with the unknown at the risk of losing what we think we know.”
“Failure doesn t Teach us! Learning from it, is our Choice.”
“Educate every child to have a good head, good heart and kind spirit.”
“...I always took the rearmost seat in the classroom - it gave me a good view of things. And I must confess, the location taught me more about human nature and justice than could be learned from the professors lectures.”
“The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.”
“Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.”
“If you yearn to learn, you’ll learn to earn.”
“Teachers open doors, but you must enter by yourself. Chinese proverb”
“When the Master entered the great temple he asked about everything. Someone said, ‘Who will say that this son of the man of Zou knows about ritual? When he enters the temple, he asks about everything’. The Master heard of it and said, ‘This is the ritual’.”
“Knowing it does not compare with loving it; loving it does not compare with delighting in it.”
“If I raise one corner for someone and he cannot come back with the other three, I do not go on.”