Quotes & Sayings About Learning Theories

When we are young, we spend much time and pains in filling our note-books with all definitions of Religion, Love, Poetry, Politics, Art, in the hope that, in the course of a few years, we shall have condensed into our encyclopaedia the net value of all the theories at which the world has yet arrived. But year after year our tables get no completeness, and at last we discover that our curve is a parabola, whose arcs will never meet. — Ralph Waldo Emerson

I think the art of filmmaking is something you learn through actions, by doing it, not by learning theories. And as you do it, your mind starts to change. — Alejandro Jodorowsky

The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. — Seymour Papert

Men of learning began to set experiments aside ... to form theories ... and to substitute these in the place of experiments. — John Wesley

Wouldn't it be a great thing if all who are well schooled in secular learning could hold fast to the "iron rod," or the word of God, which could lead them, through faith, to an understanding, rather than to have them stray away into strange paths of man-made theories and be plunged into the murky waters of disbelief and apostasy? — Harold B. Lee

The atheist, agnostic, or secularist ... should guard against the encroachment of religion in areas where it has no place, and in particular the control of education by religious authority. The attempts to ban the teaching of evolution or other scientific theories
a feeble echo of medieval church tyranny and hostility to learning, but an echo nonetheless are serious threats to freedom of inquiry and should be vigorously combated. — S.T. Joshi

Explicit knowledge, conventionally delivered like pizza (neat boxes with toppings of concepts, theories, best practices and war stories), is consumed by the brain but not metabolized into action. The learning we call intuition, know-how and common sense gets into the blood stream through osmosis. It is shaped by social context. — Richard Pascale

How much ever we may underpin cognitive learning theories in technical communication and document design, the users invariably learn more when they are unknowingly
involved in the learning process: users learn more when they aren't learning. Conclusively, we must focus on experimentation and empowerment, and not on learning alone. — Suyog Ketkar

More about the selection theory: Jerne meant that the Socratic idea of learning was a fitting analogy for 'the logical basis of the selective theories of antibody formation': Can the truth (the capability to synthesize an antibody) be learned? If so, it must be assumed not to pre-exist; to be learned, it must be acquired. We are thus confronted with the difficulty to which Socrates calls attention in Meno [ ... ] namely, that it makes as little sense to search for what one does not know as to search for what one knows; what one knows, one cannot search for, since one knows it already, and what one does not know, one cannot search for, since one does not even know what to search for. Socrates resolves this difficulty by postulating that learning is nothing but recollection. The truth (the capability to synthesize an antibody) cannot be brought in, but was already inherent. — Niels Kaj Jerne

Learning to learn is to know how to navigate in a forest of facts, ideas and theories, a proliferation of constantly changing items of knowledge. Learning to learn is to know what to ignore but at the same time not rejecting innovation and research. — Raymond Queneau

PERFECTION The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality. His procedure was simple: on the final day of class he would bring in his bathroom scales and weigh the work of the "quantity" group: fifty pounds of pots rated an "A", forty pounds a "B", and so on. Those being graded on "quality", however, needed to produce only one pot - albeit a perfect one - to get an "A". Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the "quantity" group was busily churning out piles of work-and learning from their mistakes - the "quality" group had sat theorizing about perfection, and in the end had little more to show for their efforts than grandiose theories and a pile of dead clay. — David Bayles

It's not so much what you have to learn if you accept weird theories, it's what you have to UNlearn. — Isaac Asimov

I have an unfounded belief that there is a conspiracy out there creating unsupportable theories. — Ted Agon