Learning By Example Quotes & Sayings

A slave's life is mostly composed of patience and study. Yes, study. If not with actual books, then following the example of greater, senior slaves. Or learning every nuance of their owner's character, so that they can more completely and seamlessly offer themselves at the right time and in the right manner. — Laura Antoniou

In the hours that followed, I learned that Ademic hand gestures did not actually represent facial expressions. It was nothing so simple as that. For example a smile can mean you're amused, happy, grateful, or satisfied. You can smile to comfort someone. You can smile because you're content or because you're in love. A grimace or a grin look similar to a smile, but they mean entirely different things.
Imagine trying to teach someone how to smile. Imagine trying to describe what different smiles mean and when, precisely, to use them in conversation. It's harder than learning to walk. — Patrick Rothfuss

In adopting these attitudes and practices, a parent will accomplish a large part of educating a child for responsibility. And yet, example alone is not enough. A sense of responsibility is attained by each child through his or her own efforts and experience. While the parents' example creates the favorable attitude and climate for learning, specific experiences consolidate the learning to make it part of the child's character. Therefore, it is important to give specific responsibilities to children matched to their different levels of maturity. In most homes children present problems, but parents find the solutions. If children are to mature, they must be given the opportunity to solve their own problems. — Haim G. Ginott

The younger officer accompanying Waaler was learning something new every day. This afternoon, for example, he learned it was very stupid to rock on a chair while insulting someone, because you are totally defenseless if the insulted party steps over and lands a straight right between the eyes. — Jo Nesbo

He was partly a young man of our time - that is, honest by nature, demanding the truth, seeking it and believing in it, and in that belief demanding immediate participation in it with all the strength of his soul; demanding an immediate deed, with an unfailing desire to sacrifice everything for this deed, even life. Although, unfortunately, these young men do not understand that the sacrifice of life is, perhaps, the easiest of all sacrifices in many cases, while to sacrifice, for example, five or six years of their ebulliently youthful life to hard, difficult studies, to learning, in order to increase tenfold their strength to serve the very truth and the very deed that they loved and set out to accomplish - such sacrifice is often almost beyond the strength of many of them. — Fyodor Dostoyevsky

In the olden days, a memoir was something written by Churchill and people like that, because they had a grand experience and considered it useful for future generations. And then it became what it became - a public purging in which other people have the chance to judge you and then forgive you, perhaps learning something from your sorry example. — Aleksandar Hemon

I am far from any intention to limit curiosity, or confine the labours of learning to arts of immediate and necessary use. It is only from the various essays of experimental industry, and the vague excursions of mind set upon discovery, that any advancement of knowledge can be expected; and though many must be disappointed in their labours, yet they are not to be charged with having spent their time in vain; their example contributed to inspire emulation, and their miscarriage taught others the way to success. — Samuel Johnson

Robert A. Bjork It is natural for people to think that learning is a matter of building up skills or knowledge in one's memory, and that forgetting is a matter of losing some of what was built up. From that perspective, learning is a good thing and forgetting is a bad thing. The relationship between learning and forgetting is not, however, so simple, and in certain important respects is quite the opposite: Conditions that produce forgetting often enable additional learning, for example, and learning or recalling some things is a contributor to the forgetting of other things. — Aaron S. Benjamin

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist. — Eric Ries

Even if the initial home-base advantage is hard to sustain, a global strategy can contribute to supplementing and upgrading it. A good example is in consumer electronics, where Matsushita, Sanyo, Sharp, and other Japanese firms initially competed on cost in selling simply designed, portable televisions. As they began penetrating foreign markets, they gained economies of scale and further reduced cost by moving down the learning curve. Worldwide volume then helped to support aggressive investments in marketing, new production equipment, and R&D and to achieve proprietary technology. — Anonymous

Instead of thinking about addiction, it makes sense to confront this reality: We are faced with technologies to which we are extremely vulnerable and we don't always respect that fact. The path forward is to learn more about our vulnerabilities. Then, we can design technology and the environments in which we use them with these insights in mind. For example, since we know that multitasking is seductive but not helpful to learning, it's up to us to promote unitasking. — Sherry Turkle

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

But I think parents aren't teachers anymore. Parents
or a whole lot of us, at least
lead by mouth instead of by example. It seems to me that if a child's hero is their mother or father
or even better, both of them in tandem
then the rough road of learning and experience is going to be smoothed some. And every little bit of smoothing helps, in this rough old world that wants children to be miniature adults, devoid of charm and magic and the beauty of innocence. — Robert McCammon

That's pretty amazing, the countries thing," I said.
"Yeah, everybody's got a talent. I can memorize things. And you can...?"
"Urn, I know a lot of people's last words." It was an indulgence, learning last words. Other people had chocolate;
I had dying declarations.
"Example?"
"I like Henrik Ibsen's. He was a playwright." I knew a lot about Ibsen, but I'd never read any of his plays. I didn't
like reading
plays. I liked reading biographies.
"Yeah, I know who he was," said Chip.
"Right, well, he'd been sick for a while and his nurse said to him,
'You seem to be feeling better this morning/ and Ibsen looked at her and said, 'On the contrary,' and then he
died."
Chip laughed. "That's morbid. But I like it. — John Green

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order. — Ernst Junger

the process of learning a theory depends upon the study of applications, including practice problem-solving both with a pencil and paper and with instruments in the laboratory. If, for example, the student of Newtonian dynamics ever discovers the meaning of terms like 'force,' 'mass,' 'space,' and 'time,' he does so less from the incomplete though sometimes helpful definitions in his text than by observing and participating in the application of these concepts to problem-solution. That — Thomas S. Kuhn

Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education. I am now of the opinion that children should first be taught the art of drawing before learning how to write. Let the child learn his letters by observation as he does different objects, such as flowers, birds, etc., and let him learn handwriting only after he has learnt to draw objects. He will then write a beautifully formed hand. — Mahatma Gandhi

The political, social, and spiritual impact of the life example set by Nelson Rolihlahla Mandela might be measured in part by the profound and unique gestures made by people in different countries to honor his life upon learning of his death. — Aberjhani

It is the true nature of mankind to learn from mistakes, not from example. — Fred Hoyle

Intellectually, what is stimulating to a young man is a problem of obvious practical importance. A young man learning economics, for example, ought to hear lectures from individualists and socialists, protectionists and free-traders, inflationists and believers in the gold standard. He ought to be encouraged to read the best books of the various schools, as recommended by those who believe in them. This would teach him to weigh arguments and evidence, to know that no pinion is certainly right, and to judge men by their quality rather than by their consonance with preconceptions. — Bertrand Russell

There are two ways to extend a business. Take inventory of what you're good at and extend out from your skills. Or determine what your customers need and work backward, even if it requires learning new skills. Kindle is an example of working backward. — Jeff Bezos

One learns from books and example only that certain things can be done. Actual learning requires that you do those things. — Frank Herbert

Theodore Berger, for example, a neural engineer at the University of Southern California, is working on an artificial hippocampus, one of the core neuronal structures implicated in this process. Berger's device records the electrical activity that arises whenever we encode short-term memories - for example, learning to play scales - then translates them into digital signals. — Steven Kotler

My work on prime gaps lead to lots of media coverage, some good, some bad, some ugly, and some merely ridiculous. For example, a reporter of our university newspaper, who admitted that he is still learning English, wrote that "Prof. Goldston solved one of the most controversial problems in the prime number theory last month with support from his Turkish partner." — Daniel Goldston

I have a lot of energy. I have a great desire to absorb information. I'm not a sponge exactly, but I find that something I look at - just walking around Williamsburg, for example - is a great opportunity for ideas. I've been here before, I've seen things before, but now my eye gets keener and keener. So I can pick up little things: just the pattern of a brick walk, or the way they've attached a light to a house. — Martha Stewart

When the whispers of fear and doubt start screaming inside of you, turn up the volume of your courage by focusing on your faith, energizing through example, living to learn, and learning to love and be loved better. — Connie Kerbs

Leading isn't about being perfect, but learning from mistake one made by you or others. It's showing by example and, if you do make a mistake, you own it and rise above it. You don't hang your head down, but lift it up and say, "Fuck. I guess I won't do that again!". The one thing you can't do is let it destroy your self-confidence . If you do, the mistake wins. If you rise above it and tuck the lesson in your bag of tricks, you win. -- Jack Walker (A New World: Conspiracy) — John O'Brien

We spent a long time learning the craft of songwriting, Roger Glover and I, for a few years before we joined Deep Purple. You learn about the percussive value of words, and you learn about rhyme and meter. You learn that you can't transform a poem into a song lyric, mostly because the spoken shape of words is different than the sung shape of words. You wouldn't use the vowel 'U' or the vowel sound 'ooo' for a high note for example, its very difficult. — Ian Gillan

For example: never underestimate the formative power of the family supper table. This vanishing liturgy is a powerful site of formation. Most of the time it will be hard to keep the cathedral in view, especially when dinner is the primary occasion for sibling bickering. Yet even then, members of your little tribe are learning to love their neighbor. And your children are learning something about the faithful promises of a covenant-keeping Lord in the simple routine of that daily promise of dinner together. Then — James K.A. Smith

An example is to say on one hand that this world is imperfect and on the other that everything that happens on the Earth is perfection. How can both be true? Well they are. From the perspective of everyday life, the world is not perfect. We have wars, hunger, disease, unhappiness and pain of all kinds. That's true. But from the perspective of the evolution of humanity everything is perfect. That's equally true. The only way we can evolve is by learning from experience and that means experiencing the consequences of our thoughts and actions. If there were no unpleasant consequences for our actions, how could we possibly learn and evolve to higher levels of understanding? — David Icke

When we set about accounting for a Napoleon or a Shakespeare or a Raphael or a Wagner or an Edison or other extraordinary person, we understand that the measure of his talent will not explain the whole result, nor even the largest part of it; no, it is the atmosphere in which the talent was cradled that explains; it is the training it received while it grew, the nurture it got from reading, study, example, the encouragement it gathered from self-recognition and recognition from the outside at each stage of its development: when we know all these details, then we know why the man was ready when his opportunity came. — Mark Twain

It is only from the people I've had the good fortune to meet that I am learning the lessons to guide me. Baz Luhrmann, director of 'Moulin Rouge,' for example, has a childlike curiosity about the world. He doesn't pretend to know all the answers - quite the opposite, in fact. He asks loads of questions of everyone. — Simon Sinek

Performance improved only when companies implemented programs to empower employees (for example, by taking decision-making authority away from managers and giving it to individuals or teams), provided learning opportunities that were outside what people needed to do their jobs, increased their reliance on teamwork (by giving teams more autonomy and allowing them to self-organize), or a combination of these. — Laszlo Bock

But we are learning from the teaching and example of Jesus that life itself is a religion, that nothing is more sacred than a human being, that the end of all right institutions, whether the home or the church or an educational establishment, or a government, is the development of the human soul. — Anna Howard Shaw

One class of elementary school students, for example, sent a letter to party authorities asking "for your help, since we are falling down from hunger. We should be learning, but we are too hungry to walk."75 — Timothy Snyder

There are as many approaches to unschooling as there are people, by design. A child is supported to read when ready and interested, not on another's timetable, for example. He can and will be encouraged to pursue a wide range of interests, based on his interests, such as free play, inventing, experimenting scientifically, video gaming, role modeling through friendship, spiritual development through inquiry of self and others, athletics, learning to trust himself and others. — Kytka Hilmar-Jezek

It is because of that balanced relationship to the moment that mindfulness serves as the platform for insight ... if we feel an emotion, for example, and struggle against it right away, there is not going to be a lot of learning going on. In the same way, if we are swamped by that emotion, overcome by it, there won't be enough space for there to be learning or insight. — Sharon Salzberg

I am, for the most part, who I am because my good mother was who she was. — Richelle E. Goodrich

Most Christian teachers would profess to believe that their students are made in the image of God. . .Classroom practices, however, often reveal that students are not treated accordingly. They are not challenged to think through issues and carefully examine the various positions relevant to the issue. Instead they are simply given information as correct answers to be remembered and reproduced on a test or in some other written form. Rather than create an art project that reveals something about the way they view the world, they are given specific instructions for completing each step of the project and criticized, for example, if the trees are not green. While verbally teaching Johnny that he is an important person, a teacher may employ a learning model or classroom discipline system that clearly treats him as on object to be shaped and controlled by a system. . . (p18) — Donovan L. Graham

From good examples we learn how to be. From bad examples we learn how not to be. An observant and willing student can learn from any circumstance. — Richelle E. Goodrich

He draws us to Himself by grace, by example, by power, by lovingness, by beauty, by pardon, and above all by the Blessed Sacrament. Every one who has had anything to do with ministering to souls has seen the power which Jesus has. Talent is not needed. Eloquence is comparatively unattractive. Learning is often beside the mark. Controversy simply repels ... All the attraction of the Church is in Jesus, and His chief attraction is the Blessed Sacrament — Frederick William Faber

Men that had understanding of the times." 1 Chr. 12:32

I cannot doubt that this sentence, like every sentence in Scripture was written for our learning. These men of Issachar are set before us as a pattern to be imitated, and an example to be followed, for it is a most important thing to understand the times in which we live, and to understand what those times require. Next to our Bibles and our own hearts, our Lord would have us study our own times. — J.C. Ryle

In the absence of either a widely accepted theory of language learning or a solid empirical base for classroom practice, teachers and learners have always been, and will always be, vulnerable to drastic pendulum swings of fashion, the coming and going of various unconventional and unlamented "Wonder Methods" being an obvious recent example. The sad truth is that after at least 2,000 years, most language teaching takes place on a wing and a prayer - sometimes successfully, but often a relative failure. — Michael H. Long

You can make almost anything a learning or positive experience. I think I offer a good example of how to make the most out of what life gives you and how to keep moving on. — Augusten Burroughs

The first step in fixing a broken program is getting it to fail repeatably [on the simplest example possible]. — Tom Duff

Teaching is the art of serendipity. Each of us has the experience of finding out that something we intended as only the most casual of remarks, or the stray example, changes the way some students thought to the point of changing their lives. — Greg Carlson

Learning by example is valid, but when you have the information to know that turning in a certain direction can lead you to a very wrong place, most of the "blame" is on the individual. — Ellen Hopkins

I do lay in some opinions here and there. For example, I don't think it should be socially acceptable for people to say they are "bad with names." No one is bad with names. That is not a real thing. Not knowing people's names isn't a neurological condition; it's a choice. You choose not to make learning people's names a priority. It's like saying, "Hey, a disclaimer about me: I'm rude." For heaven's sake, if you don't know someone's name, just pretend you do. Do that thing everyone else does, where you vaguely say, "Nice to see you!" and make weak eye contact. So, — Mindy Kaling

Example is better than precept. — Margaret Halsey

We grow up opposing our parents only to become like them enough to oppose our children who behave as we once did - a reminder of how dreadful we were toward those now vindicated grandparents. And you thought God had no sense of humor. — Richelle E. Goodrich

Although all new talkers say names, use similar sounds, and prefer nouns more
than other parts of speech, the ratio of nouns to verbs and adjectives varies
from place to place (Waxman et al., 2013). For example, by 18 months, Englishspeaking infants speak far more nouns than verbs compared to Chinese or Korean
infants. Why?
One explanation goes back to the language itself. The Chinese and Korean
languages are "verb-friendly" in that verbs are placed at the beginning or end of
sentences. That facilitates learning. By contrast, English verbs occur anywhere in
a sentence, and their forms change in illogical ways (e.g., go, gone, will go, went).
This irregularity may make English verbs harder to learn, although the fact that
English verbs often have distinctive suffixes (-ing, -ed) and helper words (was, did,
had) may make it easier (Waxman et al., 2013). — Kathleen Stassen Berger

But why would anyone on a joyous occasion rake over past unpleasantness and dwell on painful events horrible to experience and repellent to recall? Silence is mightier than words. It clothes the wreckage that befalls us in the deep folds of forgetfulness unless someone stirs up the painful memories for the sole purpose of edifying us by example and, as with illnesses, of helping us avoid the causes that led us to them. — Gregory Of Nazianzus

For usage-based theorists, acquisition of language, while impressive, is not the only remarkable feat accomplished by the child. They compare it to other cognitive and perceptual learning, including learning to 'see'. That is, the visual abilities that we take for granted, for example, focusing on and interpreting objects in our visual field, are actually learned through experience. — Patsy M. Lightbown

So, for example, if a child is labeled as having a learning disability, it has very concrete consequences for the kinds of services and potentially accommodations that child will get. — Robert Sternberg

To turn the tide of materialism in the Christian community, we desperately need bold models of kingdom-centered living. Despite our need to do it in a way that doesn't glorify people, we must hear each other's stories about giving or else our people will not learn to give. — Randy Alcorn

The faults of a writer of acknowledged excellence are more dangerous, because the influence of his example is more extensive; and the interest of learning requires that they should be discovered and stigmatized, before they have the sanction of antiquity conferred upon them, and become precedents of indisputable authority. — Samuel Johnson

Long is the road to learning by precepts, but short and successful by examples. — Seneca The Younger

Dartmouth College employs computer learning techniques in a very broad array of courses. For example, a student can gain a deep insight into the statistics of Mendelian genetics in an hour with the computer rather than spend a year crossing fruit flies
in the laboratory. — Carl Sagan

Signal learning (or classical or Pavlovian conditioning) is the simplest example [of leaning without consciousness]. If a light signal immediately followed by a puff of air through a rubber tube is directed at a person's eye about ten times, the eyelid, which previously blinked only to the puff of air, will begin to blink to the light signal alone, and this becomes more and more frequent as trials proceed. Subjects who have undergone this well-known procedure of signal learning report that it has no conscious component whatever. Indeed, consciousness, in this example the intrusion of voluntary eye blinks to try to assist the signal learning, blocks it from occurring. — Julian Jaynes

The road to learning by precept is long, but by example short and effective. — Seneca The Elder

While many different animal species have nervous systems that enable anticipation of events - for example, learning that a flashing light is associated with a reward in a conditioned learning experiment - planning for the future seems to be a prefrontal invention. — Daniel J. Siegel

Upon learning that Washington intended to reject the mantle of emperor, no less an authority than George III allegedly observed, "If he does that, he will be the greatest man in the world." True to his word, on December 22, 1783, Washington surrendered his commission to the Congress, then meeting in Annapolis: "Having now finished the work assigned me," he announced, "I now retire from the great theater of action." In so doing, he became the supreme example of the leader who could be trusted with power because he was so ready to give it up. — Joseph J. Ellis

All this was mine; but I was a long time learning that wisdom and experience are things apart; that to taste life is not to be confused with understanding what life is really all about. The shared experiences, the wisdom so freely proffered by others, in words and in example, rarely swayed me for long. Came another day and the import was gone, and only the echo of the laughter remained. Experience was a revolving sun in the warmth of which I was content to bask. — Wallis Simpson

A leader learned to follow, and serves the followers who are learning to lead. ~T.F. Hodge — T.F. Hodge

Most people live their entire lives with their clothes on, and even if they wanted to, couldn't take them off. Then there are those who cannot put them on. They are the ones who live their lives not just as people but as examples of people. They are destined to expose every part of themselves, so the rest of us can know what it means to be a human.
Most people lead their private lives. They have been given a natural modesty that feels to them like morality, but it's not
it's luck. They shake their heads at the people with their clothes off rather than learning about human life from their example, but they are wrong to act so superior. Some of us have to be naked, so the rest can be exempted by fate. — Sheila Heti

Gandhi is an example of a man who grew from being self-centered as he was learning to become a lawyer in England, to becoming more family- and social oriented in South-Africa, where he led a reformation of Indian rights, to becoming determined in helping his nation recover from British rule at which he succeeded in the end with the help of a great many people. At the end of his life Gandhi was increasingly focused on a larger picture, encasing the whole world in his vision of a peaceful future. — Gudjon Bergmann

Stalin made mistakes. He made mistakes towards us, for example, in 1927. He made mistakes towards the Yugoslavs too. One cannot advance without mistakes ... It is necessary to make mistakes.
The party cannot be educated without learning from mistakes. This has great significance. — Mao Zedong

People who are out of control desperately need to observe your healthy boundaries in-play to learn from your example. — Bryant McGill

Teacher: a master who, through personal example, inspires students to rebel against learning. — Bauvard

A prudent man will always try to follow in the footsteps of great men and imitate those who have been truly outstanding, so that, if he is not quite as skillful as they, at least some of their ability may rub off on him. — Niccolo Machiavelli