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Posts Tagged ‘Learning’

1.)  Never slap a man who’s chewing tobacco.
2.)  Never kick a cow chip on a hot day.
3.)  Always drink upstream from the herd.
4.)  The quickest way to double your money is to fold it and put it back in your pocket.
5.)  There are three kinds of men:  The ones that learn by reading.  The few who learn by observation.  The rest of them have to pee on the electric fence.
6.)  If you’re riding’ ahead of the herd, take a look back every now and then to make sure it’s still there.
7.)  Lettin’ the cat outta the bag is a whole lot easier’n puttin’ it back.
8.)  After eating an entire bull, a mountain lion felt so good he started roaring.  He kept it up until a hunter came along and shot him…  The moral:  When you’re full of bull, keep your mouth shut.
9.)  Eventually you will reach a point when you stop lying about your age and start bragging about it.
A.)  The older we get, the fewer things seem worth waiting in line for.
B.)  When you are dissatisfied and would like to go back to youth, think of Algebra.
C.)  You know you are getting old when every thing either dries up or leaks.
D.)  One of the many things no one tells you about aging is that it is such a nice change from being young.
E.)  One must wait until evening to see how splendid the day has been.
F.)  Being young is beautiful, but being old is comfortable.
10.)  If you don’t learn to laugh at trouble, you won’t have anything to laugh at when you are old.
     —  Will Rogers
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On This Day In:
2016 But, It’s Such A Simple Mistake
2015 Crawl Towards The Light
2014 Sweet Songs
2013 The Wife Of An Ordinary Man
2012 Three Words
2011 Know Anyone Like This?
2010 Apoplexy??
When Breaking Up Is Hard To Do…
Sibling Awareness
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To teach is to learn twice.
     —  Joseph Joubert
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On This Day In:
2016 I Choose To Believe
2015 What They Don’t Teach You At School
2014 Still Trying To Die (5)
2013 Honest Doubt
2012 Choice
2011 Ownership Of Thought

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I believe that every human being with a physically normal brain can learn a great deal and can be surprisingly intellectual.  I believe that what we badly need is social approval of learning and social rewards for learning.
    —  Isaac Asimov
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On This Day In:
2016 In Search Of Words
Day 2 – Blending
2015 At What Price?
2014 Intricate And Subtle Order
2013 Attention To Detail
2012 Aequanimitas!
2011 Consider This

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Knowledge has to be improved, challenged, and increased constantly, or it vanishes.
     —  Peter F. Drucker
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On This Day In:
2016 Just Like My Mother
2015 All Omissions Are Mine
2014 Precise Order
2013 Uh, No. Not Really…
Deep Regions
2012 A Pre-Valentine’s Day Message
2011 Easy Like Sunday Morning
May I Have A Little More, Please…
2010 Valleys and Peaks

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After A While

After a while you learn
the subtle difference between
holding a hand and chaining a soul
and you learn
that love doesn’t mean leaning
and company doesn’t always mean security.
And you begin to learn
that kisses aren’t contracts
and presents aren’t promises
and you begin to accept your defeats
with your head up and your eyes ahead
with the grace of woman,
not the grief of a child
and you learn
to build all your roads on today
because tomorrow’s ground is
too uncertain for plans
and futures have a way of falling down
in mid-flight.
After a while you learn
that even sunshine burns
if you get too much
so you plant your own garden
and decorate your own soul
instead of waiting for someone
to bring you flowers.
And you learn that you really can endure
you really are strong
you really do have worth
and you learn
and you learn
with every goodbye, you learn…
©1971 Veronica A. Shoffstall
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On This Day In:
2015 Dog Eat Dog World?
2014 And Sometimes Blogs About It
2013 Outside-In
2012 They Are All Perfect
2011 Delegation – The “How-To’s”
2009 Diet Update and Other Bits & Bobs…

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Every day is lost in which we do not learn something useful.  Man has no nobler or more valuable possession than time.
  ―  Thomas Jefferson
There isn’t time, so brief is life, for bickerings, apologies, heartburnings, callings to account.  There is only time for loving, and but an instant, so to speak, for that.
   —  Mark Twain
[Hopefully you did not wake too late this morning or regain consciousness too painfully from last night…  Happy New Year, all!!  —  KMAB]
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On This Day In:
2015 Happy New Year — 2015!
2014 Happy New Year – 2014!
2013 Another New Year’s Thought (In Case It Rains)
Happy New Year – 2013!
2012 Best Wishes For 2012!
Where Did You Spend New Year’s Eve?
2011 Happy New Year (2011)!!

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Today’s book review is: “The Aims Of Education” (1929 ©), by Alfred North Whitehead.  The book is a collection of papers and presentations (speeches) given by the author on a number of topics: education, freedom and discipline, science, the function of universities and the nature of thought itself.  Although a relatively small work, it is quite deep and scholastic / academic in tone, which will not be to everyone’s taste.
Whitehead was a mathematician who emigrated to America and became a philosopher in his later years.  Apparently, Cambridge had a lecturer time limit of twenty-five years and he was forced into retirement.  He lectured in London for another dozen years before moving to Harvard where he also spent a little over a dozen years.
The book is really in two parts for me: the parts I understood and agreed with wholeheartedly (the first half of the book) and the later part (mainly dealing with the “organization of thought” and “the anatomy of some scientific ideas“) which I believe I understood, but which I disagreed with.  Metaphysically speaking, Whitehead poses that reality is what we (individually) perceive it to be and the normalization of perception is (what we agree on collectively) what we “scientifically” say is the “real” world.  In a strange way, the only things which can be real are those which we perceive to be real and on which we can agree with others in their perceptions.  This “relativism” of a perceived real world has consequences, but I’m not sure I have ever been able to get my head around them.  (I went through this in a political theory class back in my own university days.)
While I feel I understood what Whitehead was trying to express, I found it extremely dry reading and in the end (after several weeks of having the book on my bedside table), I had to force myself to read the last 30-40 odd pages.  My difficulty was less my “disagreement” with his proposition, as the general feeling of its irrelevance in “my” real world.  I don’t really care if all the universe is really changing and even mountains are eventually reduced to sand.  For my lifetime, they are mountains.  I recognize that in a billion or so years, the Earth will no longer be here (or the mountain), but for now, I still need to climb it, ski it, or build a train tunnel through it and I (we) can still ascertain (agree) on it’s location, height, circumference, etc.  It is as real as I need it to be.
If this review seems a bit negative, let me also high-light the books strengths (or at least the parts I agree with), too.  The book’s title refers to the first lecture in the book and describes what we as a society should hope to gain by educating our youth.  It describes the “rhythm” of education in a person’s life.  It also relates Whitehead’s views on subjects to be taught and their order of learning.  As mentioned above, he goes on to discuss the value of a liberal education, the use of classics in education, and the role of a university in developing the leaders society requires.  Whitehead does not neglect the necessity of practical and technical training in the spectrum of education .  He simply notes they will be sufficient for the masses and remain a minimum standard for the well developed (pre-) university graduate.  This seems an extremely elitist view until one recognizes that education is a lifetime endeavor and returning to school (university) is not (or it should not be) prohibited for those who start their working lives as tradesmen and technicians.
Final recommendation:  moderate to strong recommendation.  This book is a definite “classic” and I feel I am “better” for having experienced it.  But, and this is a rather large qualification for me, it isn’t a book I left feeling many others would be interested in.  Primarily because of the nature of the subject matter, but also because of the way it’s expressed (extremely erudite language), this is not a book (I believe) many will force themselves to wade through.  Very reminiscent of a description I once heard of the book “A Brief History of Time” by Stephen Hawking, this is a book you want people to see on your coffee table, but which nobody ever actually reads.  Stick to the first bits on education, liberal arts and the purpose of a university, and leave the rest for when you tire of insomnia.
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On This Day In:
2014 Sums
2013 Memories & Binging
Admiration Due
2012 Choices Matter
2011 Acceptance Is The Key
2010 Just A Permanent Crease…
Bodily Functions

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