Misato: So fucking what if I’m not you?! That doesn’t mean its okay for you to give up! If you do, I’ll never forgive you as long as I live. God knows I’m not perfect either. I’ve made tons of stupid mistakes and later I regretted them. And I’ve done it over and over again, thousands of times. A cycle of hollow joy and vicious self-hatred. But even so, every time I learned something about myself. Please, Shinji. You’ve got to pilot Eva and settle this once and for all. For your own sake. Find out why you came here. Why you exist at all. Answer your own questions. And when you’ve found your answers, come back to me. I’ll be waiting for you. Promise me.
O my God! What miseries and mockeries did I then experience when it was impressed on me that obedience to my teachers was proper to my boyhood estate if I was to flourish in this world and distinguish myself in those tricks of speech which would gain honor for me among men, and deceitful riches! To this end I was sent to school to get learning.
The languages, especially the dead,
The sciences, and most of all the abstruse,
The arts, at least all such as could be said
To be the most remote from common use,
In all these he was much and deeply read.
"Then let every one of us, being warned by this sentence of the angel, acknowledge that he as yet cleaves to first principles, or, at least, does not comprehend all those things which are necessary to be known; and that therefore progress is to be made to the very end of life: for this is our wisdom, to be learners to the end."
The criminal misuse of time was pointing out the mistakes. Catching them―noticing them―that was essential. If you did not in your own mind distinguish between useful and erroneous information, then you were not learning at all, you were merely replacing ignorance with false belief, which was no improvement. The part of the man's statement that was true, however, was about the uselessness of speaking up. If I know that the teacher is wrong, and say nothing, then I remain the only one who knows, and that gives me an advantage over those who believe the teacher.
Peter loved to learn all right, but the teachers hadn't taught him anything, ever. He did his learning through his desk at home, taping into libraries and databases, studying and thinking, and, above all, talking to Valentine.
That which is hateful to you, do not do to your fellow. That is the whole Torah; the rest is the explanation; go and learn.
Hillel the Elder Lea P. Bahr (12 December 2013). "Beyond Pirkei Avos". The Jewish Press. Retrieved 15 March 2014.
"The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners."
John Holt, in 'Growing Without Schooling' magazine #40.
Human learning, with the blessing of God upon it, introduces us to divine wisdom; and while we study the works of nature the God of nature will manifest himself to us; since, to a well-tutored mind, “The heavens,” without a miracle, “declare his glory, and the firmament showeth his handy-work.”
George Horne (bp. of Norwich.) (1799). Discourses on several subjects and occasions. Vol. 1,2, p. 357; As quoted in Allibone (1880)
Now as Paul was saying these things in his defense, Festus said in a loud voice: “You are going out of your mind, Paul! Great learning is driving you out of your mind!” But Paul said: “I am not going out of my mind, Your Excellency Festus, but I am speaking words of truth and of a sound mind. For a fact, the king to whom I am speaking so freely well knows about these things; I am convinced that not one of these things escapes his notice, for none of this has been done in a corner. Do you, King A·grip′pa, believe the Prophets? I know that you believe.”
Mrs. Garrison: Principal Victoria, it is wrong! [she's at the principal's office, her back to the principal's desk.] It is wrong and I simply will not do it! [walks back to the desk] I care about my students, and I will not fill their heads with lies! [pounds the desk for emphasis] I am NOT teaching evolution in my class!!
Principle Victoria: Mrs. Garrison, evolution is in the school curriculum. We have to teach it.
Mrs. Garrison: Evolution is a theory! A hare-brained theory that says I'm a monkey! I am not a monkey!! I'm a woman!
Mr. Macket: M, m'kay. Ya-you realize evolution has been pretty much uhhh... proven.
Mrs. Garrison: I warn you, Principal Victoria! Those students are not prepared to hear this stuff!
Principle Victoria: Our students want to learn, Mrs. Garrison, and they're mature enough to handle anything.
Socrates: Now do you imagine he would have attempted to inquire or learn what he thought he knew, when he did not know it, until he had been reduced to the perplexity of realizing that he did not know, and had felt a craving to know?
Meno: I think not, Socrates.
Socrates: Then the torpedo's shock was of advantage to him?
Meno: I think so.
Socrates: Now you should note how, as a result of this perplexity, he will go on and discover something by joint inquiry with me, while I merely ask questions.
Truth that has been merely learned is like an artificial limb, a false tooth, a waxen nose; at best, like a nose made out of another’s flesh; it adheres to us only because it is put on. But truth acquired by thinking of our own is like a natural limb; it alone really belongs to us. This is the fundamental difference between the thinker and the mere man of learning.
Abraham Van Helsing: Nothing is too small. I counsel you, put down in record even your doubts and surmises. Hereafter it may be of interest to you to see how true you guess. We learn from failure, not from success!
Learning proceeds until death and only then does it stop. ... Its purpose cannot be given up for even a moment. To pursue it is to be human, to give it up to be a beast.
Xun Zi, “An Exhortation to Learning,” E. Hutton, trans., Readings in Classical Chinese Philosophy (2001), p. 258
The learning of the gentleman enters through his ears, fastens to his heart, spreads through his four limbs, and manifests itself in his actions. ... The learning of the petty person enters through his ears and passes out his mouth. From mouth to ears is only four inches—how could it be enough to improve a whole body much larger than that?
Xun Zi, “An Exhortation to Learning,” E. Hutton, trans., Readings in Classical Chinese Philosophy (2001), p. 259
Learning hath his infancy, when it is but beginning and almost childish; then his youth, when it is luxuriant and juvenile; then his strength of years, when it is solid and reduced; and lastly his old age, when it waxeth dry and exhaust.
Deign on the passing world to turn thine eyes
And pause awhile from Learning to be wise;
Yet think what ills the scholar's life assail,
Toil, envy, want, the patron, and the jail.
See nations, slowly wise and meanly just,
To buried merit raise the tardy bust.
Samuel Johnson, Vanity of Human Wishes, line 157. Imitation of Juvenal. Satire X. "Garret" instead of "patron" in 4th Ed. See Boswell's Life of Johnson (1754).
Nosse velint omnes, mercedem solvere nemo.
All wish to be learned, but no one is willing to pay the price.
Thou art an heyre to fayre lyving, that is nothing, if thou be disherited of learning, for better were it to thee to inherite righteousnesse then riches, and far more seemly were it for thee to haue thy Studie full of bookes, then thy pursse full of mony.
John Lyly, Euphues, Letters to a Young Gentleman in Naples named Alcius.
He [Steele] was a rake among scholars, and a scholar among rakes.
The King, observing with judicious eyes,
The state of both his universities,
To one he sent a regiment, for why?
That learned body wanted loyalty;
To the other he sent books, as well discerning,
How much that loyal body wanted learning.
Joseph Trapp, Epigram. On George I.'s Donation of Bishop Ely's Library to Cambridge University.
Our gracious monarch viewed with equal eye
The wants of either university;
Troops he to Oxford sent, well knowing why,
That learned body wanted loyalty;
But books to Cambridge sent, as well discerning
That that right loyal body wanted learning.
Another version of Trapp.
Our royal master saw with heedful eyes
The state of his two universities;
To one he sends a regiment, for why?
That learned body wanted loyalty.
To the other books he gave, as well discerning,
How much that loyal body wanted learning.