Acquiring New Knowledge Quotes

An educated man is not, necessarily, one who has an abundance of general or specialized knowledge. An educated man is one who has so developed the faculties of his mind that he may acquire anything he wants, or its equivalent, without violating the rights of others.

Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.

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

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

It's always stimulating to visit new places, acquire fresh knowledge and expand your portfolio of nightmares.

I’ve often wondered how the term “'New Atheism”' gained such currency. It is a misnomer. There is nothing new about nonbelief. All of us, without exception, are born knowing nothing of God or gods, and acquire notions of religion solely through interaction with others – or, most often, indoctrination by others, an indoctrination usually commencing well before we can reason. Our primal state is, thus, one of nonbelief. The New Atheists (most prominently Richard Dawkins, Sam Harris and the late Christopher Hitchens) have, in essence, done nothing more than try to bring us back to our senses, to return us to a pure and innate mental clarity.

For most princes apply themselves more to affairs of war than to the useful arts of peace; and in these I neither have any knowledge, nor do I much desire it; they are generally more set on acquiring new kingdoms, right or wrong, than on governing well those they possess:

I wish it were different. I wish that we privileged knowledge in politicians, that the ones who know things didn't have to hide it behind brown pants, and that the know-not-enoughs were laughed all the way to the Maine border on their first New Hampshire meet and greet. I wish that in order to secure his party's nomination, a presidential candidate would be required to point at the sky and name all the stars; have the periodic table of the elements memorized; rattle off the kings and queens of Spain; define the significance of the Gatling gun; joke around in Latin; interpret the symbolism in seventeenth-century Dutch painting; explain photosynthesis to a six-year-old; recite Emily Dickinson; bake a perfect popover; build a shortwave radio out of a coconut; and know all the words to Hoagy Carmichael's "Two Sleepy People," Johnny Cash's "Five Feet High and Rising," and "You Got the Silver" by the Rolling Stones. After all, the United States is the greatest country on earth dealing with the most complicated problems in the history of the world--poverty, pollution, justice, Jerusalem. What we need is a president who is at least twelve kinds of nerd, a nerd messiah to come along every four years, acquire the Secret Service code name Poindexter, install a Revenge of the Nerds screen saver on the Oval Office computer, and one by one decrypt our woes.

The line-by-line, sequential, continuous form of the printed page slowly began to lose its resonance as a metaphor of how knowledge was to be acquired and how the world was to be understood. "Knowing" the facts took on a new meaning, for it did not imply that one understood implications, background, or connections. Telegraphic discourse permitted no time for historical perspectives and gave no priority to the qualitative. To the telegraph, intelligence meant knowing of lots of things, not knowing about them.

The New Dimension is peaceful, and all work here just as they do on Earth. It’s a place where learning, knowledge and wisdom are essential to that work. It is not corrupt like the Earth Plane, and there they are free from all of the corruption that exists on Earth today. We created this New Dimension for growing and learning, as we did Earth. Minds here are advanced, as the knowledge that was acquired on Earth is now attuned to the minds of New Dimension souls. It is a slow process for all souls’ minds to learn and absorb knowledge and wisdom. Love is the answer for all kinds of souls to advance in the Universe. Through love, knowledge and wisdom are well earned. Critical thinking, the Earth Plane has gotten off track, forgetting or ignoring this most important key to progress. We all here in the Universe is working so hard with Earth souls to remind them that their purpose on Earth is to advance. First, they must love themselves if they are going to love all of those around them, if they are going to love other souls, if they are going to help less fortunate souls with love and kindness. All of this is part of Earth lessons they must learn. Once this is understood, we will attain peace of soul and mind… Progress is all that matters in the Universe!

No matter how much knowledge and wisdom you acquire during your life, not one jot will be passed on to your children by genetic means. Each new generation starts from scratch. A body is the genes' way of preserving the genes unaltered.

Four Millions of people heretofore declared by the highest tribunal in the land, not citizens of the United States, nor eligible to become so, voters in every part of the land, the right not to be abridged by any state, is indeed a measure of grander importance than any other one act of the kind from the foundation of our free government to the present day . . . The adoption of the 15th Amendment . . . constitutes the most important event that has occurred, since the nation came into life.” It was a stunning statement of Grant’s faith in the new black electorate. He further urged Congress to promote popular education so that “all who possess and exercise political rights, shall have the opportunity to acquire the knowledge which will make their share in the government a blessing.

Persistence is useful if you are trying to learn a new skill or acquire particular knowledge...but persistence directed primarily toward your non-talents is self-destructive.

The heart of the discerning acquires knowledge, for the ears of the wise seek it out. - Proverbs 18:15 (NIV)

Acquiring new knowledge has been crucial for survival over the millennia.

It has always therefore been one of my main endeavours as a teacher to persuade the young that firsthand knowledge is not only more worth acquiring than secondhand knowledge, but is usually much easier and more delightful to acquire.

However, revolt is the only way out of the colonial situation, and the colonized realizes it sooner or later. His condition is absolute and cries for an absolute solution; a break and not a compromise. He has been torn away from his past and cut off from his future, his traditions are dying and he loses the hope of acquiring a new culture. He has neither language, nor flag, nor technical knowledge, nor national or international existence, nor rights, nor duties. He possesses nothing, is no longer anything and no longer hopes for anything. Moreover, the solution becomes more urgent every day. The mechanism for destroying the colonized cannot but worsen daily. The more oppression increases, the more the colonizer needs justification. The more he must debase the colonized, the more guilty he feels, the more he must justify himself, etc. How can he emerge from this increasingly explosive circle except by rupture, explosion? The colonial situation, by its own internal inevitability, brings on revolt. For the colonial condition cannot be adjusted to; like an iron collar, it can only be broken.

The nature of the case and the history of philosophy combine to recommend to us this division of intellectual labour between Academies and Universities. To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person. He, too, who spends his day in dispensing his existing knowledge to all comers is unlikely to have either leisure or energy to acquire new.

1 One went to the door of the Beloved and knocked. A voice asked: “Who is there?” He answered: “It is I.” The voice said: “There is no room here for me and thee.” The door was shut. After a year of solitude and deprivation this man returned to the door of the Beloved. He knocked. A voice from within asked: “Who is there?” The man said: “It is Thou.” The door was opened for him. 2 The minute I heard my first love story, I started looking for you, not knowing how blind that was. Lovers don’t finally meet somewhere, they’re in each other all along. 3 Love is from the infinite, and will remain until eternity. The seeker of love escapes the chains of birth and death. Tomorrow, when resurrection comes, The heart that is not in love will fail the test. 4 When your chest is free of your limiting ego, Then you will see the ageless Beloved. You can not see yourself without a mirror; Look at the Beloved, He is the brightest mirror. 5 Your love lifts my soul from the body to the sky And you lift me up out of the two worlds. I want your sun to reach my raindrops, So your heat can raise my soul upward like a cloud. 6 There is a candle in the heart of man, waiting to be kindled. In separation from the Friend, there is a cut waiting to be stitched. O, you who are ignorant of endurance and the burning fire of love– Love comes of its own free will, it can’t be learned in any school. 7 There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It’s fluid, and it doesn’t move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.

The only really leisured people are those who devote time to acquiring true knowledge rather than trivia.  Such people are not content to live ‘in the moment’ exclusively but show a keen awareness of history, of all the years that have gone before them and they know that the amount of time they have left is uncertain and finite.

Thus, by science I mean, first of all, a worldview giving primacy to reason and observation and a methodology aimed at acquiring accurate knowledge of the natural and social world. This methodology is characterized, above all else, by the critical spirit: namely, the commitment to the incessant testing of assertions through observations and/or experiments — the more stringent the tests, the better — and to revising or discarding those theories that fail the test. One corollary of the critical spirit is fallibilism: namely, the understanding that all our empirical knowledge is tentative, incomplete and open to revision in the light of new evidence or cogent new arguments (though, of course, the most well-established aspects of scientific knowledge are unlikely to be discarded entirely). . . . I stress that my use of the term 'science' is not limited to the natural sciences, but includes investigations aimed at acquiring accurate knowledge of factual matters relating to any aspect of the world by using rational empirical methods analogous to those employed in the natural sciences. (Please note the limitation to questions of fact. I intentionally exclude from my purview questions of ethics, aesthetics, ultimate purpose, and so forth.) Thus, 'science' (as I use the term) is routinely practiced not only by physicists, chemists and biologists, but also by historians, detectives, plumbers and indeed all human beings in (some aspects of) our daily lives. (Of course, the fact that we all practice science from time to time does not mean that we all practice it equally well, or that we practice it equally well in all areas of our lives.)

As humans gained confidence in themselves a new formula for acquiring ethical knowledge appeared: Knowledge = Experiences × Sensitivity.

No matter how much knowledge and wisdom you acquire during your life, not one jot will be passed on to your children by genetic means. Each new generation starts from scratch.

a new formula for acquiring ethical knowledge appeared: Knowledge = Experiences × Sensitivity.

greater fitness leads to more opportunity. This holds true for knowledge as well. When we acquire new skills, when we develop ourselves as human beings, we uncover new potential.

My continuing passion is to explore strange industries, to acquire new knowledge and ask many questions, to boldly learn something I did not know before.

The only really leisured people are those who devote time to acquiring true knowledge rather than trivia. 

Acquire knowledge. Acquire skills. They weigh nothing, and you can carry them with you all your life." ~ Ruskin Bond

The secret to thriving in business? It's a combination of industry knowledge, acquired skills, and real-world experience. Be relentless in pursuing growth and watch your business soar to new heights.

In all my employments, whatever I do, or see, or hear, has an ultimate reference to him; whatever skill or knowledge I acquire is some day to be turned to his advantage or amusement; whatever new beauties in nature or art I discover are to be depicted to meet his eye, or stored in my memory to be told him at some future period. This, at least, is the hope that I cherish, the fancy that lights me on my lonely way.

you might still have a preferred style of acquiring new knowledge and skills. What we now know is that your preference isn’t fixed, and playing only to your strengths deprives you of the opportunity to improve on your weaknesses. The way you like to learn is what makes you comfortable, but it isn’t necessarily how you learn best. Sometimes you even learn better in the mode that makes you the most uncomfortable, because you have to work harder at it.

It is to geometry that we owe in some sort the source of this discovery [of beryllium]; it is that [science] that furnished the first idea of it, and we may say that without it the knowledge of this new earth would not have been acquired for a long time, since according to the analysis of the emerald by M. Klaproth and that of the beryl by M. Bindheim one would not have thought it possible to recommence this work without the strong analogies or even almost perfect identity that Citizen Haüy found for the geometrical properties between these two stony fossils.

To read—without military knowledge or good maps—accounts of fighting which were distorted before they reached the Divisional general and further distorted before they left him and then 'written up' out of all recognition by journalists, to strive to master what will be contradicted the next day, to fear and hope intensely on shaky evidence, is surely an ill use of the mind. Even in peacetime I think those are very wrong who say that schoolboys should be encouraged to read newspapers. Nearly all that a boy reads there in his teens will be known before he is twenty to have been false in emphasis and interpretation, if not in fact as well, and most of it will have lost all importance. Most of what he remembers he will therefore have to unlearn; and he will probably have acquired an incurable taste for vulgarity and sensationalism and the fatal habit of fluttering from paragraph to paragraph to learn how an actress has been divorced in California, a train derailed in France, and quadruplets born in new Zealand.

Learning something new gives me immense pleasure, even though someone might wonder what I’m going to do with all this newly acquired knowledge in my eighties. But so what if I don’t make anything out of all this knowledge? Now that I’m this old, I should be free to explore whatever gives me pleasure, without worrying about putting it to use.

It takes a long time for the spiritual and cultural knowledge to sink in our subconscious mind and become a belief. Our beliefs also change with time, but the change is quite slow like the changes in the body of a person. Even the most progressive person doesn’t want to change his beliefs though he may always be ready to acquire new knowledge.

The truth is that we never know from whom we originally get the ideas and beliefs that shape us, those that make a deep impression on us and which we adopt as a guide, those we retain without intending to and make our own. From a great-grandparent, a grandparent, a parent, not necessarily ours? From a distant teacher we never knew and who taught the one we did know? From a mother, from a nursemaid who looked after her as a child? From the ex-husband of our beloved, from a ġe-bryd-guma we never met? From a few books we never read and from an age through which we never lived? Yes, it's incredible how much people say, how much they discuss and recount and write down, this is a wearisome world of ceaseless transmission, and thus we are born with the work already far advanced but condemned to the knowledge that nothing is ever entirely finished, and thus we carry-like a faint booming in our heads-the exhausting accumulated voices of the countless centuries, believing naively that some of those thoughts and stories are new, never before heard or read, but how could that be, when ever since they acquired the gift of speech people have never stopped endlessly telling stories and, sooner or later, everything is told, the interesting and the trivial, the private and the public, the intimate and the superfluous, what should remain hidden and what will one day inevitably be broadcast, sorrows and joys and resentments, certainties and conjectures, the imagined and the factual, persuasions and suspicions, grievances and flattery and plans for revenge, great feats and humiliations, what fills us with pride and what shames us utterly, what appeared to be a secret and what begged to remain so, the normal and the unconfessable and the horrific and the obvious, the substantial-falling in love-and the insignificant-falling in love. Without even giving it a second thought, we go and we tell.

a new formula for acquiring ethical knowledge appeared: Knowledge = Experiences × Sensitivity. If we wish to know the answer to any ethical question, we need to connect to our inner experiences and observe them with the utmost sensitivity. In practice, this means that we seek knowledge by spending years collecting experiences, and sharpening our sensitivity so we can understand these experiences correctly.

Absorptive capacity is the ability to recognize, value, assimilate, and apply new information. It hinges on two key habits. The first is how you acquire information: Do you react to what enters your field of vision, or are you proactive in seeking new knowledge, skills, and perspectives? The second is the goal you’re pursuing when you filter information: Do you focus on feeding your ego or fueling your growth?

To know our own self is bliss. To see themselves clearly, a person must plunge themselves into the world they inhabit. We enhance our personal perspective by acquiring knowledge of the world. The more one knows about living through vivid personal encounters in the world that they occupy, the more that a person will come to understand him or herself. Self-knowledge requires an honest accounting of a person’s experiences, frank admission of their furtive desires, and gracious acceptance of reality without surrendering their willingness to work to improve oneself and comfort other people. By attaching images to their real life experiences and secret dreams, a person learns rightly about the world. By writing about what adversities they experienced, a person can consciously go about integrating new ideas into their way of living.

now I want to speak about the word ‘theory’. This was originally an Orphic word, which Cornford interprets as ‘passionate sympathetic contemplation’. In this state, he says, ‘The spectator is identified with the suffering God, dies in his death, and rises again in his new birth.’ for Pythagoras, the ‘passionate sympathetic contemplation’ was intellectual, and issued in mathematical knowledge. In this way, through Pythagoreanism, ‘theory’ gradually acquired its modern meaning; but for all who were inspired by Pythagoras it retained an element of ecstatic revelation. To those who have reluctantly learnt a little mathematics in school this may seem strange; but to those who have experienced the intoxicating delight of sudden understanding that mathematics gives, from time to time, to those who love it, the Pythagorean view will seem completely natural even if untrue.

As humans gained confidence in themselves, a new formula for acquiring ethical knowledge appeared: Knowledge = Experiences × Sensitivity. If we wish to know the answer to any ethical question, we need to connect to our inner experiences, and observe them with the utmost sensitivity. In practice, this means that we seek knowledge by spending years collecting experiences, and sharpening our sensitivity so we can understand these experiences correctly.

Necessity is not the mother of invention. Knowledge and experiment are its parents. It sometimes happens that successful search is made for unknown materials to fill well-recognized and predetermined requirements. It more often happens that the acquirement of knowledge of the previously unknown properties of a material suggests its trial for some new use. These facts strongly indicate the value of knowledge of properties of materials and indicate a way for research.

Genghis Khan’s ability to manipulate people and technology represented the experienced knowledge of more than four decades of nearly constant warfare. At no single, crucial moment in his life did he suddenly acquire his genius at warfare, his ability to inspire the loyalty of his followers, or his unprecedented skill for organizing on a global scale. These derived not from epiphanic enlightenment or formal schooling but from a persistent cycle of pragmatic learning, experimental adaptation, and constant revision driven by his uniquely disciplined mind and focused will. His fighting career began long before most of his warriors at Bukhara had been born, and in every battle he learned something new. In every skirmish, he acquired more followers and additional fighting techniques. In each struggle, he combined the new ideas into a constantly changing set of military tactics, strategies, and weapons. He never fought the same war twice.

the way you learn a new word and then hear it everywhere. Baader-Meinhof phenomenon is the scientific term for it, and the research strongly suggests it’s not nearly as magical as it feels. The far less sexy truth is that it has to do with both the biological necessity of our being able to quickly and reliably identify patterns as well as the cognitive bias known as the recency effect, which leads us to overemphasize the significance of the most recent knowledge we’ve acquired.

Robert Oppenheimer thus acquired for Los Alamos what Leo Szilard had not been able to organize in Chicago: scientific freedom of speech. The price the new community paid, a social but more profoundly a political price, was a guarded barbed-wire fence around the town and a second guarded barbed-wire fence around the laboratory itself, emphasizing that the scientists and their families were walled off where knowledge of their work was concerned not only from the world but even from each other.

Refuse to come out of the lockdown being the same. Its either you will appreciate things, people, your job and life more. Its either you would have acquired new or more skills, knowledge ,information or you have improved in them. Its either you saw what you were doing wrong, what is important in life and what you should focus on. Its either your saw which people to be with or which ones to avoid. This lockdown has enough me time to help you to get your life together. Refuse to come out of it being the same.

theory'. This was originally an Orphic word, which Cornford interprets as 'passionate sympathetic contemplation'. In this state, he says, 'The spectator is identified with the suffering God, dies in his death, and rises again in his new birth.' For Pythagoras, the 'passionate sympathetic contemplation' was intellectual, and issued in mathematical knowledge. In this way, through Pythagoreanism, 'theory' gradually acquired its modern meaning; but for all who were inspired by Pythagoras it retained an element of ecstatic revelation.

If man is but a biological organism and biology itself may be reduced to a set of physical and chemical laws, it should be possible to build up a biological science, a kind of biological mechanics, whose laws would rule the working and repair of the several pieces of the human machine. In such a case, there would be a 'medicine' or 'medical science'; and the doctor's task would consist in acquiring and maintaining an adequate knowledge of the laws of such a science and applying them so to speak in a uniform and automatic way, with hardly any meddling from his own personal criterion. If, on the contrary, man is above all an eminently living being, every specimen of which is ever new and original, a being strongly influenced by ultra-physical faculties -- spirit, intellect, emotions -- if, in one word, man is a whole that can only be ruled from its own centre, medicine, then, will be but an art or a craft to be applied in each case to a concrete individual. And then, rather than 'medicine', there will be medicine-men. Truth lies between these two poles, but gravitates definitely towards the second.

The point was made many times that scientific management benefitted workers not at all, perhaps most clearly by a short statement by John P. Frey, editor of the International Molders Journal and participant in a bipartisan survey of the claims of scientific management, 'If generally applied the craftsmen would pass out of existence, and the workers would become dependent for their existence upon the scanty and insignificant industrial knowledge and experience afforded them by their limited opportunities, regulated by those who in addition to their ownership of machinery, had also acquired possession of craft knowledge and the skilled workers’ methods.

When a domain reaches a point where the knowledge for skillful professional practice cannot be acquired in a decade, more or less, then several adaptive developments are likely to occur. Specialization will usually increase (as it has, for example, in medicine), and practitioners will make increasing use of books and other external reference aids in their work. Architecture is a good example of a domain where much of the information a professional requires is stored in reference works, such as catalogues of available building materials, equipment, and components, and official building codes. No architect expects to keep all of this in his head or to design without frequent resort to these information sources. In fact architecture can almost be taken as a prototype for the process of design in a semantically rich task domain. The emerging design is itself incorporated in a set of external memory structures: sketches, floor plans, drawings of utility systems, and so on. At each stage in the design process, partial design reflected in these documents serves as a major stimulus suggesting to the designer what he should attend to next. This direction to new sub-goals permits in turn new information to be extracted from memory and reference sources and another step to be taken toward the development of the design.

Preschoolers make a number of assumptions about words and their meaning as they acquire language, one of the most important of which is what the psychologist Ellen Markman calls the principle of mutual exclusivity. Simply put, this means that small children have difficulty believing that any one object can have two different names. The natural assumption of children, Markman argues, is that if an object or person is given a second label, then that label must refer to some secondary property or attribute of that object. You can see how useful this assumption is to a child faced with the extraordinary task of assigning a word to everything in the world. A child who learns the word elephant knows, with absolute certainty, that it is something different from a dog. Each new word makes the child's knowledge of the world more precise. Without mutual exclusivity, by contrast, if a child thought that elephant could simply be another label for dog, then each new word would make the world seem more complicated. Mutual exclusivity also helps the child think clearly. "Suppose," Markman writes, "a child who already knows 'apple' and 'red' hears someone refer to an apple as 'round.' By mutual exclusivity, the child can eliminate the object (apple) and its color (red) as the meaning of 'round' and can try to analyze the object for some other property to label.

You need not acquire this power; you already possess it. But, you want to learn how to use it; you want to understand it so that you can apply it in all departments of your life. As you follow the simple techniques and processes set forth in this book, you can gain the necessary knowledge and under-standing. A new light can inspire you, and you can generate a new force enabling you to realize your hopes and make all your dreams come true. Decide now to make your life grander, greater, richer, and nobler than ever before. Within your subconscious depths lie infinite wisdom, in-finite power, and infinite supply of all that is necessary, which is waiting for development and expression. Begin now to recog-nize these potentialities of your deeper mind, and they will take form in the world without.

Since our civilization is irreversibly dependent on electronics, abolition of EMR is out of the question. However, as a first step toward averting disaster, we must halt the introduction of new sources of electromagnetic energy while we investigate the biohazards of those we already have with a completeness and honesty that have so far been in short supply. New sources must be allowed only after their risks have been evaluated on the basis of the knowledge acquired in such a moratorium. 
With an adequately funded research program, the moratorium need last no more than five years, and the ensuing changes could almost certainly be performed without major economic trauma. It seems possible that a different power frequency—say 400 hertz instead of 60—might prove much safer. Burying power lines and providing them with grounded shields would reduce the electric fields around them, and magnetic shielding is also feasible. 
A major part of the safety changes would consist of energy-efficiency reforms that would benefit the economy in the long run. These new directions would have been taken years ago but for the opposition of power companies concerned with their short-term profits, and a government unwilling to challenge them. It is possible to redesign many appliances and communications devices so they use far less energy. The entire power supply could be decentralized by feeding electricity from renewable sources (wind, flowing water, sunlight, georhermal and ocean thermal energy conversion, and so forth) into local distribution nets. This would greatly decrease hazards by reducing the voltages and amperages required. Ultimately, most EMR hazards could be eliminated by the development of efficient photoelectric converters to be used as the primary power source at each point of consumption. The changeover would even pay for itself, as the loss factors of long-distance power transmission—not to mention the astronomical costs of building and decommissioning short-lived nuclear power plants—were eliminated. Safety need not imply giving up our beneficial machines. 
Obviously, given the present technomilitary control of society in most parts of the world, such sane efficiency will be immensely difficult to achieve. Nevertheless, we must try. Electromagnetic energy presents us with the same imperative as nuclear energy: Our survival depends on the ability of upright scientists and other people of goodwill to break the military-industrial death grip on our policy-making institutions.

After I left finance, I started attending some of the fashionable conferences attended by pre-rich and post-rich technology people and the new category of technology intellectuals. I was initially exhilarated to see them wearing no ties, as, living among tie-wearing abhorrent bankers, I had developed the illusion that anyone who doesn’t wear a tie was not an empty suit. But these conferences, while colorful and slick with computerized images and fancy animations, felt depressing. I knew I did not belong. It was not just their additive approach to the future (failure to subtract the fragile rather than add to destiny). It was not entirely their blindness by uncompromising neomania. It took a while for me to realize the reason: a profound lack of elegance. Technothinkers tend to have an “engineering mind”—to put it less politely, they have autistic tendencies. While they don’t usually wear ties, these types tend, of course, to exhibit all the textbook characteristics of nerdiness—mostly lack of charm, interest in objects instead of persons, causing them to neglect their looks. They love precision at the expense of applicability. And they typically share an absence of literary culture. This absence of literary culture is actually a marker of future blindness because it is usually accompanied by a denigration of history, a byproduct of unconditional neomania. Outside of the niche and isolated genre of science fiction, literature is about the past. We do not learn physics or biology from medieval textbooks, but we still read Homer, Plato, or the very modern Shakespeare. We cannot talk about sculpture without knowledge of the works of Phidias, Michelangelo, or the great Canova. These are in the past, not in the future. Just by setting foot into a museum, the aesthetically minded person is connecting with the elders. Whether overtly or not, he will tend to acquire and respect historical knowledge, even if it is to reject it. And the past—properly handled, as we will see in the next section—is a much better teacher about the properties of the future than the present. To understand the future, you do not need technoautistic jargon, obsession with “killer apps,” these sort of things. You just need the following: some respect for the past, some curiosity about the historical record, a hunger for the wisdom of the elders, and a grasp of the notion of “heuristics,” these often unwritten rules of thumb that are so determining of survival. In other words, you will be forced to give weight to things that have been around, things that have survived.

Hints for Application and Practice For every five minutes given to reading and study of the theories of Mental Science, spend fifteen minutes in the use and application of the knowledge acquired. 1. Spend one minute in every twenty-four hours in conscientiously thinking over the specification that must be observed in order to have your prayers answered. 2. Practice the steady recognition of desirable thought possession for two periods of fifteen minutes each every day. Not only time yourself each period to see how long you can keep a given conception before your mental vision, but also keep a written record of the vividness with which you experience your mental image. Remember that your mental senses are just as varied and trainable as your physical ones. 3. Spend five minutes every day between 12 noon and 1 o’clock with a mental search for new sources of wealth.

TWO KINDS OF INTELLIGENCE There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what tne teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out

What is amiss, even in the best philosophy after Democritus, is an undue emphasis on man as compared with the universe. First comes scepticism, with the Sophists, leading to a study of how we know rather than to the attempt to acquire fresh knowledge. Then comes, with Socrates, the emphasis on ethics; with Plato, the rejection of the world of sense in favour of the self-created world of pure thought; with Aristotle, the belief in purpose as the fundamental concept in science. In spite of the genius of Plato and Aristotle, their thought has vices which proved infinitely harmful. After their time, there was a decay of vigour, and a gradual recrudescence of popular superstition. A partially new outlook arose as a result of the victory of Catholic orthodoxy; but it was not until the Renaissance that philosophy regained the vigour and independence that characterize the predecessors of Socrates.

The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. The human environment has a particular structure so that human knowledge of the environment is acquired in a particular order. The simplest knowledge is acquired first and more complex knowledge is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human social and cultural history, has to follow a particular course, a course that is determined by the structure of the human environment.

The animal soul, the intelligent soul, and two kinds of knowing There's a part of us that's like an itch. Call it the animal soul, a foolishness that, when we're in it, makes hundreds of others around us itchy. And there is an intelligent soul with another desire, more like sweet basil or the feel of a breeze. Listen and be thankful even for scolding that comes from the intelligent soul. It flows out close to where you flowed out. But that itchiness wants to put food in our mouths that will make us sick, feverish with the aftertaste of kissing a donkey's rump. It's like blackening your robe against a kettle without being anywhere near a table of companionship. The truth of being human is an empty table made of soul intelligence. Gradually reduce what you give your animal soul, the bread that after all overflows from sunlight. The animal soul itself spilled out and sprouted from the other. Taste more often what nourishes your clear light, and you'll have less use for the smoky oven. You'll bury that baking equipment in the ground! There are two kinds of knowing: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others with regard to your competence in retaining information. YOu stroll with this intelligence in and out of fields of knowledge, getting always more marks on your tablets. There is another kind of tablet, one already completed inside you. A spring overflowing its springbox. A freshness in the center of your chest. This intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you moving out. Drink from there!

here is one other element of the apocalyptic tradition to be considered, namely transition. I said a minute ago that one of the assumptions prevalent in sophisticated apocalyptism was what Yeats called 'antithetical multiform influx'--the forms assumed by the inrushing gyre as the old one reaches its term. The dialectic of Yeats's gyres is simple enough in essence; they are a figure for the co-existence of the past and future at the time of transition. The old narrows to its apex, the new broadens towards its base, and the old and new interpenetrate. Where apex and base come together you have an age of very rapid transition. Actually, on Yeats's view of the historical cycle, there were transient moments of perfection, or what he called Unity of Being; but there was no way of making these permanent, and his philosophy of history is throughout transitional. In this he is not, of course, original; but his emphasis on the traditional character of our own pre-apocalyptic moment, in contrast with those exquisite points of time when life was like the water brimming beautifully but unstably over the rim of a fountain, seems, for all the privacy of the expression, characteristically modern. It is commonplace that our times do in fact suffer a more rapid rate of change technologically, and consequently in the increase of social mobility, than any before us. There is nothing fictive about that, and its implications are clear in our own day-to-day lives. What is interesting, though, is the way in which this knowledge is related to apocalypse, so that a mere celebratory figure for social mobility, like On the Road, acquires apocalyptic overtones and establishes the language of an elect; and the way in which writers, that is to say, clerks, are willing to go along, arguing that the rate of change implies revolution or schism, and that this is a perpetual requirement; that the stage of transition, like the whole of time in an earlier revolution, has become endless.

Each new human life retraces this ancient story. Young children are the very essence of human innocence. They run, play, and feel—and, as in Genesis, when they are naked they are not ashamed. Children provide a model for the assumption of healthy normality, and their innocence and vitality are part of why the assumption seems so obviously true. But that vision begins to fade as children acquire language and become more and more like the creatures adults see reflected every day in their mirrors. Adults unavoidably drag their children from the Garden with each word, conversation, or story they relate to them. We teach children to talk, think, compare, plan, and analyze. And as we do, their innocence falls away like petals from a flower, to be replaced by the thorns and stiff branches of fear, self-criticism, and pretense. We cannot prevent this gradual transformation, nor can we fully soften it. Our children must enter into the terrifying world of verbal knowledge. They must become like us.

They typically start out leading ordinary lives in an ordinary world and are drawn by a “call to adventure.” This leads them down a “road of trials” filled with battles, temptations, successes, and failures. Along the way, they are helped by others, often by those who are further along the journey and serve as mentors, though those who are less far along also help in various ways. They also gain allies and enemies and learn how to fight, often against convention. Along the way, they encounter temptations and have clashes and reconciliations with their fathers and their sons. They overcome their fear of fighting because of their great determination to achieve what they want, and they gain their “special powers” (i.e., skills) from both “battles” that test and teach them, and from gifts (such as advice) that they receive from others. Over time, they both succeed and fail, but they increasingly succeed more than they fail as they grow stronger and keep striving for more, which leads to ever-bigger and more challenging battles. Heroes inevitably experience at least one very big failure (which Campbell calls an “abyss” or the “belly of the whale” experience) that tests whether they have the resilience to come back and fight smarter and with more determination. If they do, they undergo a change (have a “metamorphosis”) in which they experience the fear that protects them, without losing the aggressiveness that propels them forward. With triumphs come rewards. Though they don’t realize it when they are in their battles, the hero’s biggest reward is what Campbell calls the “boon,” which is the special knowledge about how to succeed that the hero has earned through his journey. Joseph Campbell’s Hero’s Journey schema from The Hero with a Thousand Faces (New World Library), copyright © 2008 by the Joseph Campbell Foundation (jcf.org), used with permission. Late in life, winning more battles and acquiring more rewards typically becomes less exciting to heroes than passing along that knowledge to others—“returning the boon” as Campbell called it.

Next, we discussed the relationship between the tabula rasa (blank slate) and preconfigured brain models. In the empiricist outside-in model, the brain starts out as blank paper onto which new information is cumulatively written. Modification of brain circuits scales with the amount of newly learned knowledge by juxtaposition and superposition. A contrasting view is that the brain is a dictionary with preexisting internal dynamics and syntactical rules but filled with initially nonsense neuronal words. A large reservoir of unique neuronal patterns has the potential to acquire significance for the animal through exploratory action and represents a distinct event or situation. In this alternative model, the diversity of brain components, such as firing rates, synaptic connection strengths, and the magnitude of collective behavior of neurons, leads to wide distributions. The two tails of this distribution offer complementary advantages: the “good-enough” brain can generalize and act fast; the “precision” brain is slow but careful and offers needed details in many situations.

The classics, and their position of prerogative in the scheme of education to which the higher seminaries of learning cling with such a fond predilection, serve to shape the intellectual attitude and lower the economic efficiency of the new learned generation. They do this not only by holding up an archaic ideal of manhood, but also by the discrimination which they inculcate with respect to the reputable and the disreputable in knowledge. This result is accomplished in two ways: (1) by inspiring an habitual aversion to what is merely useful, as contrasted with what is merely honorific in learning, and so shaping the tastes of the novice that he comes in good faith to find gratification of his tastes solely, or almost solely, in such exercise of the intellect as normally results in no industrial or social gain; and (2) by consuming the learner's time and effort in acquiring knowledge which is of no use, except in so far as this learning has by convention become incorporated into the sum of learning required of the scholar, and has thereby affected the terminology and diction employed in the useful branches of knowledge.

To the infra-human specimens of this benighted scientific age the ritual and worship connected with the art of healing as practiced at Epidaurus seems like sheer buncombe. In our world the blind lead the blind and the sick go to the sick to be cured. We are making constant progress, but it is a progress which leads to the operating table, to the poor house, to the insane asylum, to the trenches. We have no healers – we have only butchers whose knowledge of anatomy entitles them to a diploma, which in turn entitles them to carve out or amputate our illnesses so that we may carry on in cripple fashion until such time as we are fit for the slaughterhouse. We announce the discovery of this cure and that but make no mention of the new diseases which we have created en route. The medical cult operates very much like the war office – the triumphs which they broadcast are sops thrown out to conceal death and disaster. The medicos, like the military authorities, are helpless; they are waging a hopeless fight from the start. What man wants is peace in order that he may live. Defeating our neighbor doesn’t give peace any more than curing cancer brings health. Man doesn’t begin to live through triumphing over his enemy nor does he begin to acquire health through endless cures. The joy of life comes through peace, which is not static but dynamic. No man can really say that he knows what joy is until he has experienced peace. And without joy there is no life, even if you have a dozen cars, six butlers, a castle, a private chapel and a bomb-proof vault. Our diseases are our attachments, be they habits, ideologies, ideals, principles, possessions, phobias, gods, cults, religions, what you please. Good wages can be a disease just as much as bad wages. Leisure can be just as great a disease as work. Whatever we cling to, even if it be hope or faith, can be the disease which carries us off. Surrender is absolute: if you cling to even the tiniest crumb you nourish the germ which will devour you. As for clinging to God, God long ago abandoned us in order that we might realize the joy of attaining godhood through our own efforts. All this whimpering that is going on in the dark, this insistent, piteous plea for peace which will grow bigger as the pain and the misery increase, where is it to be found? Peace, do people imagine that it is something to cornered, like corn or wheat? Is it something which can be pounded upon and devoured, as with wolves fighting over a carcass? I hear people talking about peace and their faces are clouded with anger or with hatred or with scorn and disdain, with pride and arrogance. There are people who want to fight to bring about peace- the most deluded souls of all. There will be no peace until murder is eliminated from the heart and mind. Murder is the apex of the broad pyramid whose base is the self. That which stands will have to fall. Everything which man has fought for will have to be relinquished before he can begin to live as man. Up till now he has been a sick beast and even his divinity stinks. He is master of many worlds and in his own he is a slave. What rules the world is the heart, not the brain, in every realm our conquests bring only death. We have turned our backs on the one realm wherein freedom lies. At Epidaurus, in the stillness, in the great peace that came over me, I heard the heart of the world beat. I know what the cure is: it is to give up, to relinquish, to surrender, so that our little hearts may beat in unison with the great heart of the world.

Moreover, I have one request to make. I have on my own part made it my care and study that the things which I shall propound should not only be true, but should also be presented to men's minds, how strangely soever preoccupied and obstructed, in a manner not harsh or unpleasant. It is but reasonable, however (especially in so great a restoration of learning and knowledge), that I should claim of men one favor in return, which is this: if anyone would form an opinion or judgment either out of his own observation, or out of the crowd of authorities, or out of the forms of demonstration (which have now acquired a sanction like that of judicial laws), concerning these speculations of mine, let him not hope that he can do it in passage or by the by; but let him examine the thing thoroughly; let him make some little trial for himself of the way which I describe and lay out; let him familiarize his thoughts with that subtlety of nature to which experience bears witness; let him correct by seasonable patience and due delay the depraved and deep-rooted habits of his mind; and when all this is done and he has begun to be his own master, let him (if he will) use his own judgment.

Know yourself” is as good advice now as ever it was. The question, though, of what to do with that knowledge once you’ve acquired it is far more difficult. What if the self I discover, through the deepest introspection of which I am capable, is a self that longs to murder, or steal, or molest children? How can we tell which of our “hidden depths” are to be acknowledged in order then to be neutralized or (if possible) killed off, and which are to be brought out into the light, celebrated, and acted upon? The fact that they are deep within us provides, in itself, no answer. Things get still more confused, finally, if we bring in another highly contested notion, the appeal to “freedom.” Saying, as many do today, “Surely we’re meant to be free?”—meaning by that, “Surely you’re not going to say I can’t do what I want?”—simply begs the question. It isn’t just that the freedom of my fist stops where the freedom of your nose begins. It’s that everything any of us does creates new situations which may, themselves, be a severe curtailment of freedom in all directions. If I do actually punch you on the nose, we are neither of us free, thereafter, to be the people we might otherwise have been with one another (and perhaps with others, too).

The novelty of the new, as noted earlier, stems from the unfolding of the known into larger, brighter, more richly contoured surfaces. Consequently, it can never be innovative in an absolute sense; in part, it is always the continuation of the cognitively existent by other means. Here, novelty and greater explicitness amount to the same thing. We can therefore say that the higher the degree of explicitness, the deeper the possible, indeed inevitable disconcertment caused by the newly acquired knowledge. I have previously accepted as a conventional fact that this table is made of cherrywood; I acknowledge with the tolerance of the educated that the cherrywood consists of atoms, even though these oft-cited atoms, these epistemological contemporaries of the twentieth century, possess no greater reality for me than unicorn powder or Saturnian influences. That these cherrywood atoms dissolve into a mist of sub-atomic almost-nothings upon further explication - this is something that I, as an end consumer of physical Enlightenment, must accept, even if it goes decisively against my assumptions about the substantiality of substance. The final explanation illustrates most emphatically how the later knowledge tends to be the more disconcerting.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

We know nothing about how those earliest known surface glazes themselves were developed. Nevertheless, we can infer the methods of prehistoric invention by watching technologically “primitive” people today, such as the New Guineans with whom I work. I already mentioned their knowledge of hundreds of local plant and animal species and each species’ edibility, medical value, and other uses. New Guineans told me similarly about dozens of rock types in their environment and each type’s hardness, color, behavior when struck or flaked, and uses. All of that knowledge is acquired by observation and by trial and error. I see that process of “invention” going on whenever I take New Guineans to work with me in an area away from their homes. They constantly pick up unfamiliar things in the forest, tinker with them, and occasionally find them useful enough to bring home. I see the same process when I am abandoning a campsite, and local people come to scavenge what is left. They play with my discarded objects and try to figure out whether they might be useful in New Guinea society. Discarded tin cans are easy: they end up reused as containers. Other objects are tested for purposes very different from the one for which they were manufactured. How would that yellow number 2 pencil look as an ornament, inserted through a pierced ear-lobe or nasal septum? Is that piece of broken glass sufficiently sharp and strong to be useful as a knife? Eureka!

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers…Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting. I’ve happened upon extraordinary storytellers. There are pages in their lives that can rival the best pages of the classics. The person sees herself so clearly from above—from heaven, and from below—from the ground. Before her is the whole path—up and down—from angel to beast. Remembering is not a passionate or dispassionate retelling of a reality that is no more, but a new birth of the past, when time goes in reverse. Above all it is creativity. As they narrate, people create, they “write” their life. Sometimes they also “write up” or “rewrite.” Here you have to be vigilant. On your guard. At the same time pain melts and destroys any falsehood. The temperature is too high! Simple people—nurses, cooks, laundresses—behave more sincerely, I became convinced of that…They, how shall I put it exactly, draw the words out of themselves and not from newspapers and books they have read—not from others. But only from their own sufferings and experiences. The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths. Often I have to go for a long time, by various roundabout ways, in order to hear a story of a “woman’s,” not a “man’s” war: not about how we retreated, how we advanced, at which sector of the front…It takes not one meeting, but many sessions. Like a persistent portrait painter. I sit for a long time, sometimes a whole day, in an unknown house or apartment. We drink tea, try on the recently bought blouses, discuss hairstyles and recipes. Look at photos of the grandchildren together. And then…After a certain time, you never know when or why, suddenly comes this long-awaited moment, when the person departs from the canon—plaster and reinforced concrete, like our monuments—and goes on to herself. Into herself. Begins to remember not the war but her youth. A piece of her life…I must seize that moment. Not miss it! But often, after a long day, filled with words, facts, tears, only one phrase remains in my memory (but what a phrase!): “I was so young when I left for the front, I even grew during the war.” I keep it in my notebook, although I have dozens of yards of tape in my tape recorder. Four or five cassettes… What helps me? That we are used to living together. Communally. We are communal people. With us everything is in common—both happiness and tears. We know how to suffer and how to tell about our suffering. Suffering justifies our hard and ungainly life.

Using magnetoencephalography, a technique that measures the weak magnetic fields given off by a thinking brain, researchers have found that higher-rated chess players are more likely to engage the frontal and parietal cortices of the brain when they look at the board, which suggests that they are recalling information from long-term memory. Lower-ranked players are more likely to engage the medial temporal lobes, which suggests that they are encoding information. The experts are interpreting the present board in terms of their massive knowledge of past ones. The lower ranked players are seeing the board as something new...[de Groot] argued that expertise in the field of shoemaking, painting, building, or confectionary, is the result of the same accumulation of experiential linkings. According to Erikson, what we call expertise is really just vast amounts of knowledge, pattern-based retrieval, and planning mechanisms acquired over many years of experience in the associated domain. In other words, a great memory isn't just a byproduct of expertise; it is the essence of expertise. Whether we realize it or not, we are all like those chess masters and chicken sexers- interpreting the present in light of what we've learned in the past and letting our previous experiences shape not only how we perceive our world, but also the moves we end up making in it... Our memories are always with us, shaping and being shaped by the information flowing through our senses in a continuous feedback loop. Everything we see, hear, and smell is inflected by all the things we've seen, heard, and smelled in the past...Who we are and what we do is fundamentally a function of what we remember.

After experience had taught me that all things which frequently take place in ordinary life are vain and futile, and when I saw that all the things I feared, and which feared me, had nothing good or bad in them save in so far as the mind was affected by them; I determined at last to inquire whether there was anything which might be truly good, and able to communicate its goodness, and by which the mind might be affected to the exclusion of all other things; I determined, I say, to inquire whether I might discover and attain the faculty of enjoying throughout eternity continual supreme happiness.. I could see the many advantages acquired from honor and riches, and that I should be debarred from acquiring these things if I wished seriously to investigate a new matter…But the more one possesses of either of them, the more the pleasure is increased, and the more one is in con- sequence encouraged to increase them; whereas if at any time our hope is frustrated, there arises in us the deepest pain. Fame has also this great drawback, that if we pursue it we must direct our lives in such a way as to please the fancy of men, avoiding what they dislike and seeking what pleases them. . .. But the love towards a thing eternal and infinite alone feeds the mind with a pleasure secure from all pain… The greatest good is the knowledge of the union which the mind has with the whole of nature….The more the mind knows, the better it understands its forces and the order of nature; the more it understands its forces or strength, the better it will be able to direct itself and lay down the rules for itself; and the more it understands the order of nature, the more easily it will be able to liberate itself from useless things; this is the whole method.

Try as she might, Annabelle could think of no subtle way to ask him. After grappling silently with a variety of phrases, she finally settled for a blunt question. “Were you responsible for the boots?” His expression gave nothing away. “Boots? I’m afraid I don’t take your meaning, Miss Peyton. Are you speaking in metaphor, or are we talking about actual footwear?” “Ankle boots,” Annabelle said, staring at him with open suspicion. “A new pair that was left inside the door of my room yesterday.” “Delighted as I am to discuss any part of your wardrobe, Miss Peyton, I’m afraid I know nothing about a pair of boots. However, I am relieved that you have managed to acquire some. Unless, of course, you wished to continue acting as a strolling buffet to the wildlife of Hampshire.” Annabelle regarded him for a long moment. Despite his denial, there was something lurking behind his neutral facade…some playful spark in his eyes…“Then you deny having given the boots to me?” “Most emphatically I deny it.” “But I wonder…if some one wished to have a pair of boots made up for a lady without her knowledge…how would he be able to learn the precise size of her feet?” “That would be a relatively simple task…” he mused. “I imagine that some enterprising person would simply ask a housemaid to trace the soles of the lady’s discarded slippers. Then he could take the pattern to the local cobbler. And make it worth the cobbler’s while to delay his other work in favor of crafting the new shoes immediately.” “That is quite a lot of trouble for someone to go through,” Annabelle murmured. Hunt’s gaze was lit with sudden mischief. “Rather less trouble than having to haul an injured woman up three flights of stairs every time she goes out walking in her slippers.” Annabelle realized that he would never admit to giving her the boots—which would allow her to keep them, but would also ensure that she would never be able to thank him. And she knew he had—she could see it in his face.

This is a good moment to remember one of Mansfield’s Manly Maxims: “Manly men tend their fields.” It means that we take care of the lives and property entrusted to us. It means that we take responsibility for everything in the “field assigned to us.” We cannot do this without knowledge. We cannot do it if we are ignorant of our times, blind to the trends shaping our lives, and oblivious to the basic knowledge that allows us to do what we are called to do as men. We must know enough about law, health, science, economics, politics, and technology to fulfill our roles. We should also know enough about our faith to stand our ground in a secular age, resist heresies, and teach our families. We also shouldn’t be without the benefits of literature and poetry, of good novels and stirring stories, all of which make us more relevant and more effective. We need all of this, and no one is going to force it upon us. Nor will we acquire what we need from a degree program or a study group alone, as valuable as these can be. The truth is that men who aspire to be genuine men and serve well have no choice: they must devote themselves to an aggressive program of self-education. They have to read books, stay current with websites and periodicals, consult experts, and put themselves in a position to know. It isn’t as hard as it sounds, particularly in our Internet age. Much of what a man needs to know can land in his iPad while he is sleeping, but he has to know enough to value this power in the first place. To ignore this duty can mean disaster. How many men have lost jobs because they did not see massive trends on the horizon? How many men have failed to stay intellectually sharp and so gave up ground in their professions to others with more active minds? How many have lost money through uninformed investments or have not taken opportunities in expanding fields or have missed promotions because they had not bothered to learn about new technologies or what changes social media, for example, would bring to their jobs? I do not want to be negative. Learning is a joy. Reading is one of the great pleasures of life. A man ought to invest in knowledge because it is part of living in this world fully engaged and glorifying God. Yet our times also make it essential. The amount of knowledge in the world is increasing. Technology is transforming our lives. New trends can rise like floodwaters and sweep devastation into our homes. Men committed to tending their fields learn, study, research, dig out facts, and test theories. They know how to safeguard their families. They serve well because they serve as informed men.

Henry, there’s something I would like to tell you, for what it’s worth, something I wish I had been told years ago. You’ve been a consultant for a long time, and you’ve dealt a great deal with top secret information. But you’re about to receive a whole slew of special clearances, maybe fifteen or twenty of them, that are higher than top secret. I’ve had a number of these myself, and I’ve known other people who have just acquired them, and I have a pretty good sense of what the effects of receiving these clearances are on a person who didn’t previously know they even existed. And the effects of reading the information that they will make available to you. First, you’ll be exhilarated by some of this new information, and by having it all—so much! incredible!—suddenly available to you. But second, almost as fast, you will feel like a fool for having studied, written, talked about these subjects, criticized and analyzed decisions made by presidents for years without having known of the existence of all this information, which presidents and others had and you didn’t, and which must have influenced their decisions in ways you couldn’t even guess. In particular, you’ll feel foolish for having literally rubbed shoulders for over a decade with some officials and consultants who did have access to all this information you didn’t know about and didn’t know they had, and you’ll be stunned that they kept that secret from you so well. You will feel like a fool, and that will last for about two weeks. Then, after you’ve started reading all this daily intelligence input and become used to using what amounts to whole libraries of hidden information, which is much more closely held than mere top secret data, you will forget there ever was a time when you didn’t have it, and you’ll be aware only of the fact that you have it now and most others don’t … and that all those other people are fools. Over a longer period of time—not too long, but a matter of two or three years—you’ll eventually become aware of the limitations of this information. There is a great deal that it doesn’t tell you, it’s often inaccurate, and it can lead you astray just as much as the New York Times can. But that takes a while to learn. In the meantime it will have become very hard for you to learn from anybody who doesn’t have these clearances. Because you’ll be thinking as you listen to them: “What would this man be telling me if he knew what I know? Would he be giving me the same advice, or would it totally change his predictions and recommendations?” And that mental exercise is so torturous that after a while you give it up and just stop listening. I’ve seen this with my superiors, my colleagues … and with myself. You will deal with a person who doesn’t have those clearances only from the point of view of what you want him to believe and what impression you want him to go away with, since you’ll have to lie carefully to him about what you know. In effect, you will have to manipulate him. You’ll give up trying to assess what he has to say. The danger is, you’ll become something like a moron. You’ll become incapable of learning from most people in the world, no matter how much experience they may have in their particular areas that may be much greater than yours.

It will be seen how there can be the idea of a special science, the *critique of pure reason* as it may be called. For reason is the faculty which supplies the *principles* of *a priori* knowledge. Pure reason therefore is that which contains the principles of knowing something entirely *a priori*. An *organon* of pure reason would be the sum total of the principles by which all pure *a priori* knowledge can be acquired and actually established. Exhaustive application of such an organon would give us a system of pure reason. But as this would be a difficult task, and as at present it is still doubtful whether indeed an expansion of our knowledge is possible here at all, we may regard a science that merely judges pure reason, its sources and limits, as the *propaedeutic* to the system of pure reason. In general, it would have to be called only a *critique*, not a *doctrine* of pure reason. Its utility, in regard to speculation, would only be negative, for it would serve only to purge rather than to expand our reason, and, which after all is a considerable gain, would guard reason against errors. I call all knowledge *transcendental* which deals not so much with objects as with our manner of knowing objects insofar as this manner is to be possible *a priori*. A system of such concepts would be called *transcendental philosophy*. But this is still, as a beginning, too great an undertaking. For since such a science must contain completely both analytic and synthetic *a priori* knowledge, it is, as far as our present purpose is concerned, much too comprehensive. We will be satisfied to carry the analysis only so far as is indispensably necessary in order to understand in their whole range the principles of *a priori* synthesis, with which alone we are concerned. This investigation, which properly speaking should be called only a transcendental critique but not a doctrine, is all we are dealing with at present. It is not meant to expand our knowledge but only to correct it, and to become the touchstone of the value, or lack of value, of all *a priori* knowledge. Such a critique is therefore the preparation, as far as possible, for a new organon, or, if this should turn out not to be possible, for a canon at least, according to which, thereafter, the complete system of a philosophy of pure reason, whether it serve as an expansion or merely as a limitation of its knowledge, may be carried out both analytically and synthetically. That such a system is possible, indeed that it need not be so comprehensive as to cut us off from the hope of completing it, may already be gathered from the fact that it would have to deal not with the nature of things, which is inexhaustible, but with the understanding which makes judgments about the nature of things, and with this understanding again only as far as its *a priori* knowledge is concerned. The supply of this *a priori* knowledge cannot be hidden from us, as we need not look for it outside the understanding, and we may suppose this supply to prove sufficiently small for us to record completely, judge as to its value or lack of value and appraise correctly. Still less ought we to expect here a critique of books and systems of pure reason, but only the critique of the faculty of pure reason itself. Only once we are in possession of this critique do we have a reliable touchstone for estimating the philosophical value of old and new works on this subject. Otherwise, an unqualified historian and judge does nothing but pass judgments upon the groundless assertions of others by means of his own, which are equally groundless.

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Dweck came to see that some students aim at performance goals, while others strive toward learning goals. In the first case, you’re working to validate your ability. In the second, you’re working to acquire new knowledge or skills. People with performance goals unconsciously limit their potential. If your focus is on validating or showing off your ability, you pick challenges you are confident you can meet. You want to look smart, so you do the same stunt over and over again. But if your goal is to increase your ability, you pick ever-increasing challenges, and you interpret setbacks as useful information that helps you to sharpen your focus, get more creative, and work harder.

As we enter the new millennium, perhaps it is worth reflecting on the fact that this could be a turning-point in the evolution of civilization, for our technologies have evolved to the point where there is no longer a need for an underclass of slaves, serfs, and wage-slaves. This division of society into a hierarchical order of upper and lower social classes did not exist until civilization was invented. The low level of technological development made this necessary to allow a class of specialists (mathematicians, inventors, poets, scientists, philosophers) the leisure for the creative work that is a prerequisite for the creation, maintenance, and further development of civilization. But slaves and underclasses are no longer needed in order to free up enough leisure time and energy for the elite to do work that is creative rather than alienated. Therefore we no longer need social classes and their concomitant, relative poverty and economic inequality, and their concomitant, violence. If we permit ourselves — and by ourselves I mean all of us, all human beings — to enjoy the fruits of the creative labor that has preceded us, we could create a society that would no longer need violence as the only means of rescuing self-esteem. Implicit in this argument is the idea that money is neither a necessary incentive for creative work, nor the main incentive. The play that infants and children engage in is clearly an inborn, inherent trait of human beings. Play has been called the work that children do, the mans by which they acquire the skills and knowledge that enable them to develop and mature into adults. Play has also been described, when applied to adults, as simply another name for work that one enjoys. We could use the word to refer to unalienated labor, creative work, work that is an end in itself. I believe that the wish and the need to engage in this creative work/play is only conditioned out of human beings by the alienating conditions to which the underclass and even the middle class in our society are subjected.

Science, even broadly construed, is certainly not the only way that we can come to acquire new knowledge. The obvious exceptions are mathematics and logic.

Freelancing and Creativity - In Freelancing, doing a job in different ways is called creativity. The importance of creativity is immense among all that is required for freelancing work because creativity is the main thing of freelancing. It is difficult to give an exact definition of creativity. Because there is no end to creativity. In the case of some, creativity or the development of creativity begins to manifest naturally, while for some it manifests through talent, practice, and practice. Creativity is basically a mental process that is the result of positive thinking, perseverance, and high analytical ability. Just as it takes practice, practice, and dedication to develop this creativity, there is a high chance that this creativity will be wasted if it is not properly used or applied. Below are the causes of creativity loss and ways to increase Creativity: ** Reasons for loss of Creativity - Lack of focus on work – Creativity does not arise if there is no focus on work, to complete a task properly, there must be focus on it. Irregular sleep – the brain does not work properly if you do not sleep properly, repeated sleep disturbances can also cause many mental problems that hinder creativity. Suffering from indecisiveness – Having too many negative thoughts running through your head while doing a task can also hamper creativity. For example: if the work is going well, if the client likes it, if the client doesn't like it, if the client doesn't pay, etc. Fear of not succeeding at work – Many people rush to work for quick cash income, but it does not work properly or on the contrary, more creativity is lost, which results in payment time problems. As a result, the fear of not succeeding enters the freelancer. ** Ways to Increase Creativity - Dietary discipline – Of course, there is no substitute for healthy eating. Consuming regular meals maintains mental and physical well-being which in turn enhances creativity. Gaining knowledge from nature – Nature is the main source of knowledge. All the sages and poets in the world were worshipers of nature. All of them could see something extraordinary in the ordinary things of this nature. Try to see it that way. From everyday events – notice what is happening around you. You can get new ideas from it, for example, you can get an idea on any subject by reading a book, and new ideas can be invented while watching TV or watching newspaper advertisements. Write down ideas – We all have something going on in our heads all the time, either mainly through thought or sensory processing. So whenever you get an idea, note it down so that you don't forget to read it. So, creativity is created by the combination of ideas and skills. Freelancing is unthinkable without this creativity because to do freelancing you must have a clear idea about something or acquire full skill in that subject. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Freelancing and Creativity In Freelancing, doing a job in different ways is called creativity. The importance of creativity is immense among all that is required for freelancing work because creativity is the main thing of freelancing. It is difficult to give an exact definition of creativity. Because there is no end to creativity. In the case of some, creativity or the development of creativity begins to manifest naturally, while for some it manifests through talent, practice, and practice. Creativity is basically a mental process that is the result of positive thinking, perseverance, and high analytical ability. Just as it takes practice, practice, and dedication to develop this creativity, there is a high chance that this creativity will be wasted if it is not properly used or applied. Below are the causes of creativity loss and ways to increase Creativity: ** Reasons for loss of Creativity - 1. Lack of focus on work – Creativity does not arise if there is no focus on work, to complete a task properly, there must be focus on it. 2. Irregular sleep – the brain does not work properly if you do not sleep properly, repeated sleep disturbances can also cause many mental problems that hinder creativity. 3. Suffering from indecisiveness – Having too many negative thoughts running through your head while doing a task can also hamper creativity. For example: if the work is going well, if the client likes it, if the client doesn't like it, if the client doesn't pay, etc. 4. Fear of not succeeding at work – Many people rush to work for quick cash income, but it does not work properly or on the contrary, more creativity is lost, which results in payment time problems. As a result, the fear of not succeeding enters the freelancer. ** Ways to Increase Creativity - 1. Dietary discipline – Of course, there is no substitute for healthy eating. Consuming regular meals maintains mental and physical well-being which in turn enhances creativity. 2. Gaining knowledge from nature – Nature is the main source of knowledge. All the sages and poets in the world were worshipers of nature. All of them could see something extraordinary in the ordinary things of this nature. Try to see it that way. 3. From everyday events – notice what is happening around you. You can get new ideas from it, for example, you can get an idea on any subject by reading a book, and new ideas can be invented while watching TV or watching newspaper advertisements. 4. Write down ideas – We all have something going on in our heads all the time, either mainly through thought or sensory processing. So whenever you get an idea, note it down so that you don't forget to read it. So, creativity is created by the combination of ideas and skills. Freelancing is unthinkable without this creativity because to do freelancing you must have a clear idea about something or acquire full skill in that subject.

What children need and want is not some new pedagogical method, but the world that already exists. They want to play in nature, plant things, be with animals, participate in the upkeep of their environment. They want to assimilate the culture and knowledge acquired by humanity in the countless generations preceding them, and they want to do this in a living way that is not sequentially programmed. They want to learn to speak, count, read, write, to discover geography and the mysteries of the universe, to learn music, mathematical code, biology, history, all about dinosaurs, and so on. And if we take the trouble to present the whole reality to our children in conditions that make sense to them, we will be very surprised at how quickly they leave their toys aside when they distract them from their real task: studying the real world that they were just born into, understanding it, becoming specialists in it.

I would love to see more women in the area of digital transformation. If women have improved access to skills development in this area, I believe it will have a positive impact for many generations to come. The skills acquired in digital transformation are transferrable to other sectors as well. The skills are practical and can lead to scientific breakthroughs. Because of this I believe there can be a generational impact. The generational impact is important because we live in an age of commoditized information. As a society, we are relatively new to this reality and while cyber threats are the root of information security challenges, information security challenges are increasingly becoming the root of global threats. There needs to be increased involvement of more international stakeholders with the goal of improving digital transformation skills for everyone. These skills are powerful and for that reason I will continue to promote cyber knowledge-sharing and greater access to cybersecurity education. For more women to enjoy the digital world full of surprises and rewards!

Tibetans also discovered a niche that was almost uniquely their own: collecting medicinal herbs. Herbs were commonly used in both Chinese and Tibetan medicine, and many of the more valuable were found on the Tibetan plateau. Beimu, an alpine lily used to treat coughs, grew at altitudes of more than 10,000 feet, and Tibetan nomads were perfectly situated to collect it. Most lucrative was Cordyceps sinensis, a prized ingredient in traditional medicine, believed to boost immunity, stamina, and lung and kidney function. Tibetans call it yartsa gunbu, meaning “summer grass, winter worm,” or simply bu, “worm,” for short. The worm is actually a fungus that feeds on the larvae of caterpillars. In the past, the worm was commonplace enough that Tibetans would feed it to a sluggish horse or yak, but the Chinese developed a hankering for it that sent prices soaring. Chinese coaches with gold-medal ambitions would feed it to athletes; aging businessmen would eat it to enhance their sexual potency. At one point, the best-quality caterpillar fungus was worth nearly the price of gold, as much as $900 an ounce. Tibetans had a natural monopoly on the caterpillar fungus. Non-Tibetans didn’t have the local knowledge or the lung capacity to compete. The best worm was in Golok, northwest of Ngaba. Nomadic families would bring their children with them, sometimes taking them out of school because their sharp eyesight and short stature allowed them to more easily scan the ground for the worm amid the grasses and weeds. The season ran for approximately forty days of early spring, the time when the melting snow turned the still-brown hills into a spongy carpet. The families would camp out for weeks in the mountains. In a good season, a Tibetan family could make more in this period than a Chinese factory worker could earn in a year. The Communist Party would later brag about how their policies had boosted the Tibetan economy, but the truth was that nothing contributed as much as the caterpillar fungus, which according to one scholar accounted for as much as 40 percent of Tibetans’ cash earnings. Unlike earnings from mining and forestry, industries that came to be dominated by Chinese companies, this was cash that went directly into the pockets of Tibetans. The nomads acquired the spending power to support the new shops and cafés. The golden worm was part of a cycle of rising prosperity.

Knowledge without vision is worthless; vision without knowledge is an ineffective concept that goes nowhere.” “A vision is such a bridge that connects with physical reality and spiritual insight.” “The climate of vision fertilizes and cultivates the state of mind.” “Ineither understood nor realized how and where one can acquire wisdom in a school or a specific institution since such quality one holds from God-gifted and by birth nature, not from the lifelong time experience, which is knowledge, not wisdom. However, one can polish it with knowledge, which time indoctrinates.” “The vision levitates wisdom and talent; it requires not to prove its authenticity with evidence since it speaks and implies itself, as the Sun evinces and shines its reality.” “Your past is your ancestors and your life history. The wise ones do not ignore or forget that. It teaches and leads one to the vision for new ways.” “If you are going to knock on the wrong door for your immature advantages that you do not see, I am not going to encourage that because I see the consequences of it with my experience and vision.” “The wisdom displays the creation, and the vision analyses and evaluates that as its reality, accuracy, and precision.

Curiosity is the mind's libido, a craving for the unknown; and learning is the final climax, the orgasm of acquiring new knowledge.

P2 - We are well on the way in a number of areas. Both billionaires and big Pharma are getting increasingly interested and money is starting to pour into research because it is clear we can see the light at the end of the tunnel which to investors equates to return on investment. Numerous factors will drive things forward and interest and awareness is increasing rapidly among both scientists, researchers and the general population as well as wealthy philanthropists. The greatest driving force of all is that the baby boomers are aging and this will place increasing demands on healthcare systems. Keep in mind that the average person costs more in medical expenditure in the last year of their life than all the other years put together. Also, the number of workers is declining in most developed countries which means that we need to keep the existing population working and productive as long as possible. Below are a list which are basically all technologies potentially leading to radical life extension with number 5 highlighted which I assume might well be possible in the second half of the century: 1. Biotechnology - e.g stem cell therapies, enhanced autophagy, pharmaceuticals, immunotherapies, etc 2. Nanotechnology - Methods of repairing the body at a cellular and molecular level such as nanobots. 3. Robotics - This could lead to the replacement of increasing numbers of body parts and tends to go hand in hand with AI and whole brain emulation. It can be argued that this is not life extension and that it is a path toward becoming a Cyborg but I don’t share that view because even today we don’t view a quadriplegic as less human if he has four bionic limbs and this will hold true as our technology progresses. 4. Gene Therapies - These could be classified under the first category but I prefer to look at it separately as it could impact the function of the body in very dramatic ways which would suppress genes that negatively impact us and enhance genes which increase our tendency toward longer and healthier lives. 5. Whole brain emulation and mindscaping - This is in effect mind transfer to a non biological host although it could equally apply to uploading the brain to a new biological brain created via tissue engineering this has the drawback that if the original brain continues to exist the second brain would have a separate existence in other words whilst you are identical at the time of upload increasing divergence over time will be inevitable but it means the consciousness could never die provided it is appropriately backed up. So what is the chance of success with any of these? My answer is that in order for us to fail to achieve radical life extension by the middle of the century requires that all of the above technologies must also fail to progress which simply won't happen and considering the current rate of development which is accelerating exponentially and then factoring in that only one or two of the above are needed to achieve life extension (although the end results would differ greatly) frankly I can’t see how we can fail to make enough progress within 10-20 years to add at least 20 to 30 years to current life expectancy from which point progress will rapidly accelerate due to increased funding turning aging at the very least into a manageable albeit a chronic incurable condition until the turn of the 22nd century. We must also factor in that there is also a possibility that we could find a faster route if a few more technologies like CRISPR were to be developed. Were that to happen things could move forward very rapidly. In the short term I'm confident that we will achieve significant positive results within a year or two in research on mice and that the knowledge acquired will then be transferred to humans within around a decade. According to ADG, a dystopian version of the post-aging world like in the film 'In Time' not plausible in the real world: "If you CAREFULLY watch just the first

One step further in this line can be made by the Ethnographer, who acquires a knowledge of the native language and can use it as an instrument of inquiry.

Herman Bavinck, Reformed Dogmatics Volume 3. Pg 215-216 "...the Old Testament is also to be viewed as one in essence and substance wth the New Testament. For though God communicates his revelation successively and historically and makes it progressively richer and fuller, and humankind therefore advances in the knowledge, possession, and enjoyment of revelation, God is and remains the same. The sun only gradually illumines the earth, but itself remains the same, morning and evening, during the day and at night. Although Christ completed his work on earth only in the midst of history and although the Holy Spirit was not poured out till the day of Pentecost, God nevertheless was able, already in the days of the Old Testament, to full distribute the benefits to be acquired and applied by the Son and the Spirit. Old Testament believers were saved in no other way than we. There is one faith, one Mediator, one way of salvation, and one covenant of grace." Page 221-222 "The benefits granted to Israel by God in this covenant (Sinai) are the same as those granted to Abraham, but more detailed and specialized. Genesis 3:15 already contains the entire covenant in a nutshell and all the benefits of grace. God breaks the covenant made by the first humans with Satan, puts enmity between them, brings the first humans over to his side, and promises them victory over the power of the enemy. The one great promise to Abraham is "I will be your God, and you and your descendants will be my people" *Gen 17:8 paraphrase). And this is the principle content of God's covenant with Israel as well. God is Israel's God, and Israel is his people (Exod 19:6; 29:46; etc.). Israel, accordingly, receives a wide assortment of blessings, not only temporal blessings, such as the land of Canaan, fruitfulness in marriage, a long life, prosperity, plus victory over its enemies, but also spiritual and eternal blessings, such as God's dwelling among them (Exod. 29:45; Lev. 26:12), the forgiveness of sins (Exod. 20:6, 34:7; Num. 14:18; Deut. 4:31; Pss. 32; 103; etc.), sonship (Exod. 4:22; 19:5-6, 20:2; Deut. 14:1; Isa 63:16; Amos 3:1-2; etc.), sanctification (Exod. 19:6, Lev. 11:44, 19:2), and so on. All these blessings, however, are not as plainly and clearly pictured in the Old Testament as in the New Testament. At that time they would not have been grasped and understood in their spiritual import. The natural is first, then the spiritual. All spiritual and eternal benefits are therefore clothed, in Israel, in sensory forms. The forgiveness of sins is bound to animal sacrifices. God's dwelling in Israel is symbolized in the temple built on Zion. Israel's sonship is primarily a theocratic one, and the expression "people of God" has not only a religious but also a national meaning. Sanctification in an ethical sense is symbolized in Levitical ceremonial purity. Eternal life, to the Israelite consciousness, is concealed in the form of a long life on earth. It would be foolish to think that the benefits of forgiveness and sanctification, of regeneration and eternal life, were therefore objectively nonexistent in the days of the Old Testament. They were definitely granted then as well by Christ, who is eternally the same....The spiritual an eternal clothed itself in the form of the natural and temporal. God himself, Elohim, Creator of heaven and earth, as Yahweh, the God of the covenant, came down to the level of the creature, entered into history, assumed human language, emotions, and forms, in order to communicate himself with all his spiritual blessings to humans and so to prepare for his incarnation, his permanent and eternal indwelling in humanity. We would not even have at our disposal words with which to name the spiritual had not the spiritual first revealed itself in the form of the natural.

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The knowledge acquired by the administration of the War Department for four years, and by the chairmanship of the Military Committee of the Senate at two different periods, still longer in combined duration, had shown me the entire lack of preparation for war in the South. The foundries and armories were in the Northern States, and there were stored all the new and improved weapons of war. In the arsenals of the Southern States were to be found only arms of the old and rejected models. The South had no manufactories of powder, and no navy to protect our harbors, no merchant-ships for foreign commerce. It was evident to me, therefore, that, if we should be involved in war, the odds against us would be far greater than what was due merely to our inferiority in population.

Taking risk and improving with each experience are the best ways to acquire new knowledge.

Rapid learning is an innovative approach to learning that propels students to acquire new knowledge and skills with speed and efficiency, revolutionizing the traditional learning landscape.

It is widely appreciated that there is no single scientific method, but rather a family of methodological forms of inquiry that share a set of characteristics and have as their aim the production of new knowledge. That knowledge may consist of newly acquired and organized data, new theoretical insights, a new model of some aspect of nature, or a new method for conducting certain experiments. I will have more to say later about what counts as science for our purposes.

Those who were interested in acquiring knowledge—whose brains enjoyed learning new things—would have been at an advantage for survival, and so this love of learning would eventually become encoded in their genes through natural selection.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Remember, wisdom is not just about acquiring knowledge; it's about savoring, understanding, and integrating it into the very essence of our being.