This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Richard Feynman, fully Richard Phillips Feynman
There is no learning without having to pose a question. And a question requires doubt.
Richard Feynman, fully Richard Phillips Feynman
We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty.
Richard Feynman, fully Richard Phillips Feynman
We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty. People are terrified
"A little learning is a dangerous thing," and yet it is what all must attain before they can arrive at great learning; it is the utmost acquisition of those who know the most in comparison of what they do not know.
Richard L. Evans, fully Richard Louis Evans
May we never let the things we can't have, or don't have, or shouldn't have, spoil our enjoyment of the things we do have and can have. As we value our happiness let us not forget it, for one of the greatest lessons in life is learning to be happy without the things we cannot or should not have.
Enjoyment | Happy | Learning | Life | Life | Happiness | Value |
I would by no means wish a daughter of mine to be a progeny of learning; I don't think so much learning becomes a young woman: for instance, I would never let her meddle with Greek, or Hebrew, or algebra, or simony, or fluxions, or paradoxes, or such inflammatory branches of learning; nor will it be necessary for her to handle any of your mathematical, astronomical, diabolical instruments; but... I would send her, at nine years old, to a boarding-school, in order to learn a little ingenuity and artifice: then, sir, she would have a supercilious knowledge in accounts, and, as she grew up, I would have her instructed in geometry, that she might know something of the contagious countries: this is what I would have a woman know; and I don't think there is a superstitious article in it.
Daughter | Ingenuity | Knowledge | Learning | Little | Means | Order | Will | Woman | Ingenuity | Learn | Think |
Richard Maurice Bucke, often called Maurice Bucke
Along with moral elevation and intellectual illumination comes what must be called, for want of a better term, a sense of immortality. This is not an intellectual conviction, such as comes with the solution of a problem, nor is it an experience such as learning something unknown before. It is far more simple and elementary, and could better be compared to that certainty of distinct individuality, possessed by each one, which comes with and belongs to self-consciousness
Better | Experience | Learning | Sense |
Instead of giving money to found colleges to promote learning, why don't they pass a constitutional amendment prohibiting anybody from learning anything? If it works as good as the Prohibition one did, why, in five years we would have the smartest race of people on earth.
Every man hath liberty to write, but few ability. Heretofore learning was graced by judicious scholars, but now noble sciences are vilified by base and illiterate scribblers, that either write for vain-glory, need, to get money, or as Parasites to flatter and collogue with some great men, they put out trifles, rubbish and trash. Among so many thousand Authors you shall scarce find one by reading of whom you shall be any whit better, but rather much worse; by which he is rather infected than any way perfected
Robert Updegraff, fully Robert Rawls Updegraff
The purpose of learning to employ every minute properly is to unclutter our hours, deliver us of feverish activity and earn us true leisure.
Robert Sternberg, fully Robert Jeffrey Sternberg
More realistically, educators need to stop assuming that ethical behavior is the normal course of action for a well-educated individual, and that cheating and other forms of unethical behavior are not the norm. Rather, they have to assume that behaving ethically is often challenging, as any fired whistle-blower can tell you. Schools need to teach students the steps involved in ethical behavior and the challenges of executing them. And they need to do so with real-life case studies relevant to the students' lives. The steps toward ethical behavior are not ones that students can internalize by memorization, but only through active experiential learning with personally relevant examples.
Samuel Niger, aka Shmuel Niger, pseudonymn of Samuel Charney
A good library is a place, a palace where the lofty spirits of all nations and generations meet.
I can reveal to you that I wished to die - For with much weeping she left me Saying: "Sappho - what suffering is ours! For it is against my will that I leave you." In answer, I said: "Go, happily remembering me For you know what we shared and pursued - If not, I wish you to see again our [former joys]... The many braids of rose and violet you [wreathed] Around yourself at my side And the many garlands of flowers With which you adorned your soft neck: With royal oils from [fresh flowers] You anointed [ yourself ] And on soft beds fulfilled your longing [For me]
Awakening | Blame | Chance | Compassion | Earth | Enough | Fortune | Fun | Giving | Good | Immortality | Journey | Joy | Kindness | Learning | Man | Mind | Miracles | Need | Pity | Pleasure | Poverty | Pride | Self | Slander | Space | Suffering | Time | Vision | Wealth | Will | World | Slander | Happiness |
It is written in God's word, and in all the history of the race, that nations, if they live at all, live not by felicity of position, or soil, or climate, and not by abundance of material good, but by the living word of the living God.—The commandments of God are the bread of life for the nations.
As we have seen, an adaptive challenge consists of a gap between the shared values people hold and the reality of their lives, or of a conflict among people in a community over values or strategy. 1. What’s causing the distress? 2. What internal contradictions does the distress represent? 3. What are the histories of these contradictions? 4. What perspectives and interests have I and others come to represent to various segments of the community that are now in conflict? 5. In what ways are we in the organization or working group mirroring the problem dynamics in the community?
Argument | Fear | Freedom | Inquiry | Learning | Logic | Model | Need | People | Rationality | Work | Leader | Old |