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acquire QUOTES

acquire QUOTES

41 " the measure of achievements in life are directly related to the acquire knowledge, not to the social recognition. "

42 " Knowledge is power. The moment the masses acquire this power, control fades. And when control fades, chaos erupts. "

― Felix O. Hartmann , Dark Age

43 " Wisdom is available free of charge, but one has to give away somethings to acquire it! "

― Amit Chatterjee

44 " By degrees they spoke of education , and the book-learning that forms one part of it; and the result was that Ruth determined to get up early all throughout the bright summer mornings, to acquire the knowledge hereafter to be give to her child. Her mind was uncultivated, her reading scant; beyond the mere mechanical arts of education she knew nothing; but she had a refined taste, and excellent sense and judgment to separate the true from the false. "

― Elizabeth Gaskell , Ruth

45 " ...as far as we are capable of knowledge we sin in neglecting to acquire it... "

― Gottfried Wilhelm Leibniz , New Essays on Human Understanding

46 " I read for pleasure and to acquire knowledge. "

47 " Begin to acquire knowledge. "

48 " To gain wisdom, you must not only acquire knowledge, but you must assimilate it within your being. "

49 " Those who are acquainted with failure acquire the unique ability to dare without fear of it. "

― Joyce Rachelle

50 " Life is not the obstacle to human happiness. Life simply provides the opportunities to learn Life’s lessons and develop in ways, and acquire the necessary characteristics that can only be acquired through those opportunities Life provides. "

51 " ...even though I was getting better education at home than any of the kids in Toyah, I'd need to go to finishing school when I was thirteen, both to acquire social graces and to earn a diploma. Because in this world, Dad said, it's not enough to have a fine education. You need a piece of paper to prove you go it. "

― Jeannette Walls , Half Broke Horses

52 " Thus if we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any competing response tendencies he might have, rather than having the model senselessly repeat an already redundant sequence of behavior. "

― Urie Bronfenbrenner , Two Worlds of Childhood: U.S. and U.S.S.R

53 " The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before " re-membering" them is an important element. "

54 " A proactive learner can have the ability to acquire a vast amount knowledge to use critical thinking because he or she has the passion comprehending complex principles, theories and tasks in daily life and career settings. "

55 " Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term. "

― Steven Pinker , The Blank Slate: The Modern Denial of Human Nature

56 " Education is the best wealth that you can acquire in life. No one can steal it when you are alive. "

57 " Though money cannot acquire you happiness, it does not mean that both money and happiness cannot exist together. "

― Stephen Richards , Think Your way to Success: Let Your Dreams Run Free

58 " If we can acquire an attitude of self-belief, then we will surely determine our future actions and our future life opportunities. "

― Stephen Richards , Boost Your Self Esteem

59 " If we do not objectify, and feel instinctively and permanently that words are not the things spoken about, then we could not speak abouth such meaningless subjects as the 'beginning' or the 'end' of time. But, if we are semantically disturbed and objectify, then, of course, since objects have a beginning and an end, so also would 'time' have a 'beggining' and an 'end'. In such pathological fancies the universe must have a 'beginning in time' and so must have been made., and all of our old anthropomorphic and objectified mythologies follow, including the older theories of entropy in physics. But, if 'time' is only a human form of representation and not an object, the universe has no 'beginning in time' and no 'end in time'; in other words, the universe is 'time'-less. The moment we realize, feel permanently, and utilize these realizations and feelings that words are not things, then only do we acquire the semantic freedom to use different forms of representation. We can fit better their structure to the facts at hand, become better adjusted to these facts which are not words, and so evaluate properly m.o (multi-ordinal) realities, which evaluation is important for sanity. "

― Alfred Korzybski , Science and Sanity: An Introduction to Non-Aristotelian Systems and General Semantics

60 " The following proposition seems to me in a high degree probable—namely, that any animal whatever, endowed with well-marked social instincts, the parental and filial affections being here included, would inevitably acquire a moral sense or conscience, as soon as its intellectual powers had become as well, or nearly as well developed, as in man. For, firstly, the social instincts lead an animal to take pleasure in the society of its fellows, to feel a certain amount of sympathy with them, and to perform various services for them. "

― Charles Darwin , The Descent of Man