John Gray Quotes

The problem of forgetting might not torment us so much if we could only convince ourselves that remembering isn't important. Perhaps the things we learn - words, dates, formulas, historical and biographical details - don't really matter. Facts can be looked up. That's what the Internet is for.

I seem to find different material every four to six months and I frequently forget it which is a shame because it would be nice to have a bigger library.

Memory and creativity are essential to education, but if you teach memory incorrectly, it is a total waste of time, and it will inhibit learning.

With time, many of the facts I learned were forgotten but I never lost the excitement of discovery.

To acquire behavior, the student must engage in behavior

For once a thing is known, it can never be unknown. It can only be forgotten.

An important verity about knowledge is that the brain works most effectively with consciously retained information. We more easily remember what we want to recall later. When we feed our fourteen billion brain cells with information that will enrich us and help others, we are really learning to Think Big.

It occurs to her that she should record this flash of insight in her journal - otherwise she is sure to forget, for she is someone who is always learning and forgetting and obliged to learn again.

We do not learn; and what we call learning is only a process of recollection.

Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.

Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.

Through this experience we have been warned - learn everything, don't forget anything!

The main part of intellectual education is not the acquisition of facts, but learning how to make facts live.

If it's hard to remember, it'll be difficult to forget.

On the basis of the familiar experience that that which is learned with difficulty is better retained, it would have been safe to prophesy such an effect from the greater number of repetitions.

Mind mapping is a technique based on memory and creativity and comprehension and understanding, so when the student or a child uses the mind map, they are using their brain in the way their brain was designed to be used, and so the mind helps them in all learning and cognitive skills. It simply helps them in what the brain does naturally.

Tell me and I forget. Teach me and I remember. Involve me and I learn.

The relation of repetitions for learning and for repeating English stanzas needs no amplification. These were learned by heart on the first day with less than half of the repetitions necessary for the shortest of the syllable series.

I hear and I forget. I see and I remember. I do and I understand.

How is it that we remember the least triviality that happens to us, and yet not remember how often we have recounted it to the same person?

I do think observing is important in learning.

Skills acquisition is really at the heart of what it means to learn.

I like to consume information. I like to learn.

I don't remember anything from college.

In the practical use of our intellect, forgetting is as important as remembering.