Applied Learning Quotes & Sayings

The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society. — John Dewey

Learning to listen, letting people finish their sentences, and most of all, the habit of noticing the difference between what people say and how they say it. {on the habits of psychoanalytic training and practice applied to fiction writing} The gap between what people tell you and what's really going on is what interests me. — Amy Bloom

Keep it simple' wasn't always the right response. Many things that boosted my happiness also added complexity to my life. Having children. Learning to post videos to my website. Going to an out-of-town wedding. Applied too broadly, my impulse to 'Keep it simple' would impoverish me. 'Life is barren enough surely with all her trappings,' warned Samuel Johnson, 'let us therefore by cautious how we strip her. — Gretchen Rubin

When a concept has been understood intellectually, if the learning is to be of value then a connection with personal feelings, inner knowing and experience has to be made, and consideration of how the information would best be applied. — Peter Shepherd

First, in Genesis 4, we have the Lamb typified in the firstlings of the flock slain by Abel in sacrifice. Second, we have the Lamb prophesied in Genesis 22:8 where Abraham said to Isaac, "God will provide himself a lamb." Third, in Exodus 12, we have the Lamb slain and its blood applied. Fourth, in Isaiah 53:7, we have the Lamb personified: here for the first time we learn that the Lamb would be a Man. Fifth, in John 1:29, we have the Lamb identified, learning who He was. Sixth, in Revelation 5, we have the Lamb magnified by the hosts of heaven. Seventh, in the last chapter of the Bible we have the Lamb glorified, seated upon the eternal throne of God, Revelation — Arthur W. Pink

It boils down to studenthood-in-perpetuity / curiosity-in-perpetuity / applied fanatic restlessness. That is, a belief that life is ONE BIG LEARNING EXPERIENCE. Something mysterious happens to a curious, fully engaged mind - and it happens as often as not, subconsciously. Strange little sparks are set off, connections made, insights triggered. The results: an exponentially increased ability to tune up / reinvent / WOW-ize today's project at work. — Tom Peters

While tacit knowledge can be possessed by itself, explicit knowledge must rely on being tacitly understood and applied. Hence all knowledge is either tacit or rooted in tacit knowledge. A wholly explicit knowledge is unthinkable. — Michael Polanyi

speed is a skill; therefore, the skill of sprinting can be taught if proper progression and principles of motor learning are applied. — Vern Gambetta

Arab civilizations had been of an abstract nature, moral and intellectual rather than applied; and their lack of public spirit made their excellent private qualities futile. They were fortunate in their epoch: Europe had fallen barbarous; and the memory of Greek and Latin learning was fading from men's minds. — T.E. Lawrence

There have always been literate ignoramuses who have read too widely and not well. The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages. They are all sophomores. — Mortimer J. Adler

As he throws himself into one scheme after another, he draws lessons that improve his focus and judgment. He knits what he learns into mental models of investing, which he then uses to size up more complex opportunities and find his way through the weeds, plucking the telling details from masses of irrelevant information to reach the payoff at the end. These behaviors are what psychologists call "rule learning" and "structure building." People who as a matter of habit extract underlying principles or rules from new experiences are more successful learners than those who take their experiences at face value, failing to infer lessons that can be applied later in similar situations. Likewise, people who single out salient concepts from the less important information they encounter in new material and who link these key ideas into a mental structure are more successful learners than those who cannot separate wheat from chaff and understand how the wheat is made into flour. — Peter C. Brown

Thinking you knew something was a sure way to blind yourself. It was not growing up that slowly applied brakes to learning (Mentats were taught) but an accumulation of "things I know." New — Frank Herbert

I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher. — Barbara Paterson

We embark unhesitatingly on the path, in a direction that is absolutely right and urgent, supported by everyone, in the knowledge that this path is but a learning process ... We have to keep on learning, creating, applying, by-passing, touching upon, refining and clarifying a number of notions and details that need to be improvised and applied and which, thank God, we cannot foresee. The only rigidity lies in our will, our conviction that we are on the right road and that our initiatives are most pressing. — Yehudi Menuhin

Knowledge gained is as useless as pride
if filed away and never applied. — Richelle E. Goodrich

The cure-alls of the present day are infinitely various and infinitely obliging. Applied psychology, autosuggestion, and royal roads to learning or to wealth are urged upon us by kindly, if not altogether disinterested, reformers. Simple and easy systems for the dissolution of discord and strife; simple and easy systems for the development of personality and power. Booklets of counsel on 'How to Get What We Want,' which is impossible; booklets on 'Visualization,' warranted to make us want what we get, which is ignoble. — Agnes Repplier

To conclude, therefore, let no man upon a weak conceit of sobriety or an ill-applied moderation think or maintain that a man can search too far, or be too well studied in the book of God's word, or the book of God's works, divinity or philosophy; but rather let men endeavor an endless progress or proficience in both; only let men beware that they apply both to charity, and not to swelling; to use, and not to ostentation; and again, that they do not unwisely mingle or confound these learnings together. — Francis Bacon

To conclude, therefore, let no man out of a weak conceit of sobriety, or an ill-applied moderation, think or maintain, that a man can search too far or be too well studied in the book of God's word, or in the book of God's works; divinity or philosophy; but rather let men endeavour an endless progress or proficience in both." - Bacon: "Advancement of Learning". — Charles Darwin

Life lessons cannot be applied topically. — Linda Robinson

Winfree came from a family in which no one had gone to college. He got started, he would say, by not having proper education. His father, rising from the bottom of the life insurance business to the level of vice president, moved family almost yearly up and down the East Coast, and Winfree attended than a dozen schools before finishing high school. He developed a feeling that the interesting things in the world had to do with biology and mathematics and a companion feeling that no standard combination of the two subjects did justice to what was interesting. So he decided not to take a standard approach. He took a five-year course in engineering physics at Cornell University, learning applied mathematics and a full range of hands-on laboratory styles. Prepared to be hired into military-industrial complex, he got a doctorate in biology, striving to combine experiment with theory in new ways. — James Gleick

The strongest principle of personal development is every person's ability to make conscious decisions how to act and determine what purpose he or she attempts to fulfill. People with a fixed mindset believe that their basic personal qualities such as intelligence, talent, and other skills are traits that are predetermined or fixed and they ignore opportunities for personal development. A person's growth mindset represents a belief that there are certain basic qualities that a person can cultivate through applied effort, if they exhibit a passion for learning, a resolute willingness to stretch their personality, and through fortitude make personal improvement despite experiencing initial hardships. — Kilroy J. Oldster

About medications that are drunk or applied to wounds it is worth learning from everyone; for people do not discover these by reasoning but by chance, and experts not more than laymen. — Hippocrates

How you got your college education mattered most." And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors "who cared about them as a person," or having had "a mentor who encouraged their goals and dreams," or having had "an internship where they applied what they were learning." Those workers, he found, "were twice as likely to be engaged with their work and thriving in their overall well-being." There's a message in that bottle. — Thomas L. Friedman