11 Ludwig Wittgenstein Quotes on Learning

Ludwig Wittgenstein quotes on learning

33. My propositions are elucidatory in this way: he who understands me finally recognizes them as senseless, when he has climbed out through them, on them, over them. (He must so to speak throw away the ladder, after he has climbed up on it.) (6.54)

37. For remember that in general we don't use language according to strict rules - it hasn't been taught us by means of strict rules, either. (p. 25)

52. The aspects of things that are most important for us are hidden because of their simplicity and familiarity. (One is unable to notice something - because it is always before one's eyes.) The real foundations of his enquiry do not strike a man at all. Unless that fact has at some time struck him. - And this means: we fail to be struck by what, once seen, is most striking and most powerful. (129)

62. 144. The child learns to believe a host of things. I.e. it learns to act according to these beliefs. Bit by bit there forms a system of what is believed, and in that system some things stand unshakeably fast and some are more or less liable to shift. What stands fast does so, not because it is intrinsically obvious or convincing; it is rather held fast by what lies around it.

64. 206. If someone asked us 'but is that true?' we might say 'yes' to him; and if he demanded grounds we might say 'I can't give you any grounds, but if you learn more you too will think the same.'

67. 310. A pupil and a teacher. The pupil will not let anything be explained to him, for he continually interrupts with doubts, for instance as to the existence of things, the meaning for words, etc. The teacher says 'Stop interrupting me and do as I tell you. So far your doubts don't make sense at all.'

74. Philosophers often behave like little children who scribble some marks on a piece of paper at random and then ask the grown-up 'What's that?' - It happened like this: the grown-up had drawn pictures for the child several times and said 'this is a man,' 'this is a house,' etc. And then the child makes some marks too and asks: what's this then? (p. 17e)

83. Our greatest stupidities may be very wise. (p. 39e)

90. Never stay up on the barren heights of cleverness, but come down into the green valleys of silliness. (p. 76e)

114. If people did not sometimes do silly things, nothing intelligent would ever get done.

126. Philosophy is like trying to open a safe with a combination lock: each little adjustment of the dials seems to achieve nothing, only when everything is in place does the door open.