Quotes & Sayings About Applying Learning

Despite all the challenges facing higher education in America, from mounting student debt to grade inflation and erratic standards, our system is rightly the world's envy, and not just because our most revered universities remain on the cutting edge of research and attract talent from around the globe. We also have a plenitude and variety of settings for learning that are unrivaled. In light of that, the process of applying to college should and could be about ecstatically rummaging through those possibilities and feeling energized, even elated, by them. But for too many students, it's not, and financial constraints aren't the only reason. Failures of boldness and imagination by both students and parents bear some blame. The information is all out there. You just have to look. — Frank Bruni

Refering to the domain of knowledge, adab means an intellectual discipline (ketertiban budi) which recognizes and acknowledges the hierarchy of knowledge based on the criteria of degrees of perfection (keluhuran) and priority (keutamaan) such that the ones that are based on revelation are recognized and acknowledged as more perfect and of a higher priority than those based on the intellect; those that are fard 'ayn are above fard kifayah; those that provide guidance (hidayah) to life are more superior to those that are practically useful (kegunaan amali). Adab towards knowledge would result in the proper and correct ways of learning and applying different sciences. — Wan Mohd Nor Wan Daud

She had always thought applying to college would be exciting. Living away from home, meeting so many new people, Learning new things, making a few poor life desicisons ... — Maureen Johnson

Learning is a matter of gathering knowledge; wisdom is applying that knowledge. — Roopleen

Witchcraft promotes the advantages of learning and applying new symbolism into one's psyche, this is the witches code. — Gede Parma

The process of applying Mindfulness Burnout Prevention (MBP) in the workplace or any environment has a much more far-reaching effect than simply accessing equanimity throughout the vicissitudes of life. Continuous learning helps us to stay youthful, sharpen our mental faculties and wire new neural connections in our brain (making us better equipped to accomplish); it is also a sign of humility. — Christopher Dines

You are full of skills, talents and potential!
Your purpose is too important to doubt whether you're equipped for success.
The Creator did the most difficult part: he made you perfect.
Your ancestors did their part, by surviving, improving, learning ...
You have it easy: you just have to use what was given to you!
Your duty is to use your talents!
You can, with your own effort, clarity of objectives, and applying certain immutable laws and principles of success, turn on your great computer and program it to achieve the greatness you want and CAN achieve. — Mauricio Chaves Mesen

The most common anxiety I hear about learning to program is that people think it requires a lot of math. Actually, most programming doesn't require math beyond basic arithmetic. In fact, being good at programming isn't that different from being good at solving Sudoku puzzles. To solve a Sudoku puzzle, the numbers 1 through 9 must be filled in for each row, each column, and each 3x3 interior square of the full 9x9 board. You find a solution by applying deduction and logic from the starting numbers. For — Albert Sweigart

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. — Steven Pinker

There are so many things we can have in this world, but only 10 percent of it changes the condition of someone's heart. — Shannon L. Alder

For all the time schools devote to the teaching of mathematics, very little (if any) is spent trying to convey just what the subject is about. Instead, the focus is on learning and applying various procedures to solve math problems. That's a bit like explaining soccer by saying it is executing a series of maneuvers to get the ball into the goal. Both accurately describe various key features, but they miss the what and the why of the big picture. — Keith Devlin

Applying scientific principles and validated learning to identify and eliminate sources of waste Adapting company vision to reflect customer insight Emphasizing fast iterations to stay ahead of uncertainty Effectively evaluating progress using a new set of benchmarks designed for startups — Vocreo Publishing

For the artist who practises photography, capturing the image is learning how to sketch on some medium, but is only half the challenge; learning how to print is applying a subjective pallet to that sketch, and completes the creative process. — David Travis

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they get it. — Ken Robinson

Most important of all: in our anxiety to "improve" the world and insure "progress" we have permitted our schools to become laboratories for social and economic change according to the predilections of the professional educators. We have forgotten that the proper function of the school is to transmit the cultural heritage of one generation to the next generation, and to so train the minds of the new generation as to make them capable of absorbing ancient learning and applying it to the problem of its own day. The — Barry M. Goldwater

Our human intelligence is based on computational processes that we are learning to understand. We will ultimately multiply our intellectual powers by applying and extending the methods of human intelligence using the vastly greater capacity of nonbiological computation. So to consider the ultimate limits of computation is really to ask: what is the destiny of our civilization? — Ray Kurzweil

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

The process of learning requires not only hearing and applying but also forgetting and then remembering again. — John Gray

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

Strategy making needs to function beyond the boxes to encourage the informal learning that produces new perspectives and new combinations ... Once managers understand this, they can avoid other costly misadventures caused by applying formal techniques, without judgement and intuition, to problem solving. — Henry Mintzberg

Reading is learning, but applying is also learning and the more important kind of learning at that. Our chief method is to learn warfare through warfare. A person who has had no opportunity to go to school can also learn warfare - he can learn through fighting in war. A revolutionary war is a mass undertaking; it is often not a matter of first learning and then doing, but of doing and then learning, for doing is itself learning. — Mao Zedong