Conceptual Learning Quotes & Sayings

A good programming language is a conceptual universe for thinking about programming. — Alan Perlis

Didn't know what was important and what was trivial. They couldn't remember what mattered. Without a conceptual framework in which to embed what they were learning, they were effectively amnesics. — Joshua Foer

Every man should make up his own mind that if he expect to succeed, he must give an honest return for the other man's dollar. — Edward H. Harriman

Epitaph on Newton: Nature and Nature's law lay hid in night: God said, "Let Newton be!," and all was light. [added by Sir John Collings Squire: It did not last: the Devil shouting "Ho. Let Einstein be," restored the status quo] [Aaron Hill's version: O'er Nature's laws God cast the veil of night, Out blaz'd a Newton's soul and all was light. — George Polya

Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge. One observer, for example, describes the process of science education as one in which learners must engage in "border crossings" from their own everyday world culture into the subculture of science.1 The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural backgrounds of scientists themselves. — Heidi A. Schweingruber

She glanced down at the ground and the inert form of her brother. "What happened to Travis?"
Mitch winced. "I hit him with the door after I tore it off. It was a total accident."
"Marry me," she spouted before she could stop herself. — Shelly Laurenston

During my 2004 presidential campaign, I was fond of saying that it was high time for the Christian right to meet the right Christians. — Al Sharpton

If I take a less defensive tone, I'd admit that I couldn't write today a very jazzy, contemporary look at America as I did in 1979 in States of Desire. — Edmund White

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

Our intellectual powers are rather geared to master static relations and that our powers to visualize processes evolving in time are relatively poorly developed. For that reason we should do (as wise programmers aware of our limitations) our utmost to shorten the conceptual gap between the static program and the dynamic process, to make the correspondence between the program (spread out in text space) and the process (spread out in time) as trivial as possible. — Edsger Dijkstra

I'm able to make decisions even in the face of adversity. — Nikki Sixx

The designer has an obligation to provide an appropriate conceptual model for the way that the device works. It doesn't have to completely accurate but it has to be sufficiently accurate that it will help in both the learning of the operation and also dealing with novel situations. — Donald A. Norman

If I speak in the tongues of Reformers and of professional theologians, and I have not personal faith in Christ, my theology is nothing but the noisy beating of a snare drum. And if I have analytic powers and the gift of creating coherent conceptual systems of theology, so as to remove liberal objections, and have not personal hope in God, I am nothing. And if I give myself to resolving the debate between supra and infralapsarianism, and to defending inerrancy, and to learning the Westminster Catechism, yea, even the larger one, so as to recite it by heart backwards and forwards, and have not love, I have gained nothing. — Kevin J. Vanhoozer

I had a bike the first time I moved to L.A. I had a Honda and I got around on that. But I'd never ridden Harleys. — John Travolta

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking - the ability to recognize comparable data and events and project patterns into the future. And style propels the reader into a relationship with the author, or with the subject matter, by fusing substance and aesthetics. — Henry Kissinger

experienced in the things of the world, everything that has some difficulty about it seems to thee impossible; but time will pass, as I said before, and I will tell thee some of the things I saw down there which will make thee believe what I have related now, the truth of which admits of neither reply nor question. — Miguel De Cervantes Saavedra

Bring your attention to your breathing and realize that you are not doing it. It is the breath of nature. You reconnect with nature in the most intimate and powerful way by becoming aware of your breathing and learning to hold your attention there.
This is a healing and deeply empowering thing to do. It brings about a shift in consciousness from the conceptual world of thought to the inner realm of unconditioned consciousness. — Eckhart Tolle

I say nothing to him I love him — Therese De Lisieux

It is part and parcel of every man's life to develop beauty in himself. All perfect things have in them an element of beauty. — Henry Ward Beecher