„You must learn to use each man to his best advantage“

—  David Gemmell, kniha Quest for Lost Heroes, Drenai series, Quest for Lost Heroes, Context: Why must I have the Piglet?' 'Because you are the best.' 'I do not understand.' 'Teach him.' 'And who teaches me?' ' As an officer, my lord, you will have many men under your command and not all will be gifted. You must learn to use each man to his best advantage... Ch. 1
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David Gemmell2
britský autor hrdinné fantazie 1948 - 2006
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„You must acquire the best knowledge first, and without delay; it is the height of madness to learn what you will later have to unlearn.“

—  Desiderius Erasmus Dutch Renaissance humanist, Catholic priest, and theologian 1466 - 1536
Letter to Christian Northoff (1497), as translated in Collected Works of Erasmus (1974), p. 114

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„Each time you learn something new you must readjust the whole framework of your knowledge“

—  Eleanor Roosevelt American politician, diplomat, and activist, and First Lady of the United States 1884 - 1962

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„Learn from each one of your defeats; your losses must be as close to you as your victories.“

—  Ashot Nadanian chess player 1972
S'pore Chess News, 15 November 2010 http://www.singaporechessnews.com/nadanian_singapore_goodbye.html

Peter M. Senge foto

„There is within each of us a deep hunger for this type of learning.“

—  Peter M. Senge American scientist 1947
The Art and Practice of the Learning Organization (1990), Context: Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we reperceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning.

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Ivan Illich foto

„The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.“

—  Ivan Illich, kniha Deschooling Society
Deschooling Society (1971), Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries. Introduction (November 1970).

Theodore Roosevelt foto

„It can be realized at all only by the application of the spirit of fraternity, the spirit of brotherhood. This spirit demands that each man shall learn and apply the principle that his liberty must be used not only for his own benefit but for the interest of the community as a whole, while the community in its turn, acting as a whole, shall understand that while it must insist on its own rights as against the individual, it must also scrupulously safeguard these same rights of the individual.“

—  Theodore Roosevelt American politician, 26th president of the United States 1858 - 1919
1910s, The Progressives, Past and Present (1910), Context: Fundamentally, our chief problem may be summed up as the effort to make men as nearly as they can be made, both free and equal; the freedom and equality necessarily resting on a basis of justice and brotherhood. It is not possible, with the imperfections of mankind, ever wholly to achieve such an ideal, if only for the reason that the shortcomings of men are such that complete and unrestricted individual liberty would mean the negation of even approximate equality, while a rigid and absolute equality would imply the destruction of every shred of liberty. Our business is to secure a practical working combination between the two. This combination should aim, on the one hand to secure to each man the largest measure of individual liberty that is compatible with his fellows getting from life a just share of the good things to which they are legitimately entitled; while, on the other hand, it should aim to bring about among well-behaved, hardworking people a measure of equality which shall be substantial, and which shall yet permit to the individual the personal liberty of achievement and reward without which life would not be worth living, without which all progress would stop, and civilization first stagnate and then go backwards. Such a combination cannot be completely realized. It can be realized at all only by the application of the spirit of fraternity, the spirit of brotherhood. This spirit demands that each man shall learn and apply the principle that his liberty must be used not only for his own benefit but for the interest of the community as a whole, while the community in its turn, acting as a whole, shall understand that while it must insist on its own rights as against the individual, it must also scrupulously safeguard these same rights of the individual.

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„What is … important is that we — number one: Learn to live with each other. Number two: try to bring out the best in each other.“

—  Jonas Salk Inventor of polio vaccine 1914 - 1995
The Open Mind interview (1985), Context: What is … important is that we — number one: Learn to live with each other. Number two: try to bring out the best in each other. The best from the best, and the best from those who, perhaps, might not have the same endowment. And so this bespeaks an entirely different philosophy — a different way of life — a different kind of relationship — where the object is not to put down the other, but to raise up the other.

John Selden foto

„No man is the wiser for his learning.“

—  John Selden English jurist and scholar of England's ancient laws and constitution, and of Jewish law 1584 - 1654
Table Talk (1689), Learning.

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