Learning And Applying Knowledge Quotes

Knowledge without application is simply knowledge. Applying the knowledge to one’s life is wisdom — and that is the ultimate virtue

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.

Learning is a matter of gathering knowledge; wisdom is applying that knowledge.

breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

Knowledge is power: You hear it all the time but knowledge is not power. It's only potential power. It only becomes power when we apply it and use it. Somebody who reads a book and doesn't apply it, they're at no advantage over someone who's illiterate. None of it works unless YOU work. We have to do our part. If knowing is half the battle, action is the second half of the battle.

Knowing is not simply a material act, since the object that is known always conceals something beyond the empirical datum. All our knowledge, even the most simple, is always a minor miracle, since it can never be fully explained by the material instruments that we apply to it. In every truth there is something more than we would have expected, in the love that we receive there is always an element that surprises us.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

One student asks: Why should I live? Steven Pinker answers: In the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

Acquiring knowledge doesn't bring power into your life, until you apply what you have learned.

Virtues are common, but the virtuous are very few. This is because ordinarily, people know but do not apply what they know. To break the culture, look for more information; learn more and apply more. This is wisdom.

To live, pray. To learn, read. To love, give. To listen, pay attention. But to be wise, apply all that you have acquired

Wisdom and knowledge can best be understood together. Knowledge is learning, the power of the mind to understand and describe the universe. Wisdom is knowing how to apply knowledge and how not to apply it. Knowledge is knowing what to say; wisdom is knowing whether or not to say it. Knowledge gives answers; wisdom asks questions. Knowledge can be taught, wisdom grows from experience.

Like chess masters and firefighters, premodern villagers relied on things being the same tomorrow as they were yesterday. They were extremely well prepared for what they had experienced before, and extremely poorly equipped for everything else. Their very thinking was highly specialized in a manner that the modern world has been telling us is increasingly obsolete. They were perfectly capable of learning from experience, but failed at learning without experience. And that is what a rapidly changing, wicked world demands—conceptual reasoning skills that can connect new ideas and work across contexts. Faced with any problem they had not directly experienced before, the remote villagers were completely lost. That is not an option for us. The more constrained and repetitive a challenge, the more likely it will be automated, while great rewards will accrue to those who can take conceptual knowledge from one problem or domain and apply it in an entirely new one.

Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge.

We must admit that simply knowing the contents of the Bible is not a sure route to spiritual growth. There is an aweful assumption in evangelical churches that if we can just get the Word of God into people's heads, then the Spirit of God will apply it to their hearts. That assumption is aweful, not because the Spirit never does what the assumption supposes, but because it excused pastors and leaders from the responsibility to tangle with people's lives. Many remain safely hidden behind pulpits, hopelessly out of touch with the struggles of their congregations, proclaiming the Scriptures with a pompous accuracy that touches no one. Pulpits should provide bridges, not barriers, to life-changing relationships.

The applications of knowledge, especially mathematics, reveal the unity of all knowledge. In a new situation almost anything and everything you ever learned might be applicable, and the artificial divisions seem to vanish.

Using reason without applying it to experience only leads to theoretical illusions. Ideas derived from real world experiences lead to acquisition of knowledge, and the accumulation of time-tested principles leads to wisdom.

Montaigne speaks of “an abecedarian ignorance that precedes knowledge, and a doctoral ignorance that comes after it.” The first is the ignorance of those who, not knowing their ABC’s, cannot read at all. The second is the ignorance of those who have misread many books. They are, as Alexander Pope rightly calls them, bookful blockheads, ignorantly read. There have always been literate ignoramuses who have read too widely and not well. The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages. They are all sophomores.

Mankind has proven to be pathologically incapable of learning from its own mistakes. It blithely remembers the witness of history, but it does not apply the knowledge it gains.

If sexual physiology provides the pattern for our experience of the world, what is woman's basic metaphor? It is mystery, the hidden. Karen Horney speaks of a girl's inability to see her genitals and a boy's ability to see his as the source of "the greater subjectivity of women as compared with the greater objectivity of men." To rephrase this with my different emphasis: men's delusional certitude that objectivity is possible is based on the visibility of their genitals. Second, this certitude is a defensive swerve from the anxiety-inducing invisibility of the womb. Women tend to be more realistic and less obsessional because of their toleration for ambiguity which they learn from their inability to learn about their own bodies. Women accept limited knowledge as their natural condition, a great human truth that a man may take a lifetime to reach. The female body’s unbearable hiddenness applies to all aspects men’s dealings with women. What does it look like in there? Did she have an orgasm? Is it really my child? Who was my real father? Mystery surrounds women’s sexuality. This mystery is the main reason for the imprisonment man has imposed on women. Only by confining his wife in a locked harem guarded by eunuchs could he be certain that her son was also his.

. . and so it is that A Sensei may impart his knowledge of the martial Way and nurture your fighting abilities, but you must learn the wisdom of finding other ways than martial skills to solve your problems

This means knowledge and experience are no longer the primary commodity. Instead, what is far more valuable is to have the ability to learn and to apply those learnings into new and unique scenarios. It's no longer about what you know, it's about how you can learn and adapt.

Notwithstanding the pitfalls of standardized testing, what we really ought to ask is how to do better at building knowledge and creativity, for without knowledge you don’t have the foundation for the higher-level skills of analysis, synthesis, and creative problem solving. As the psychologist Robert Sternberg and two colleagues put it, “one cannot apply what one knows in a practical manner if one does not know anything to apply.”12

INSUFFICIENT EDUCATION. This is a handicap that may be overcome with comparative ease. Experience has proven that the best-educated people are often those who are known as ‘self-made’ or self-educated. It takes more than a university degree to make one a person of education. Any person who is educated has learned to get whatever they want in life without violating the rights of others. Education consists not so much of knowledge, but of knowledge effectively and persistently applied. People are paid not merely for what they know, but more particularly for what they do with what they know.

Knowledge gained is as useless as pride if filed away and never applied.

We all have an unscientific weakness for being always in the right, and this weakness seems to be particularly common among professional and amateur politicians. But the only way to apply something like scientific method in politics is to proceed on the assumption that there can be no political move which has no drawbacks, no undesirable consequences. To look out for these mistakes, to find them, to bring them into the open, to analyse them, and to learn from them, this is what a scientific politician as well as a political scientist must do. Scientific method in politics means that the great art of convincing ourselves that we have not made any mistakes, of ignoring them, of hiding them, and of blaming others from them, is replaced by the greater art of accepting the responsibility for them, of trying to learn from them, and of applying this knowledge so that we may avoid them in future.

If knowledge is for the mind, and experience is for the body, then when you apply knowledge and create a new experience, you teach the body what the mind has intellectually learned. Knowledge without experience is merely philosophy; experience without knowledge is ignorance. There’s a progression that has to take place. You have to take knowledge and live it—embrace it emotionally.

The chief thing is not to listen to yourself, but silently to give ear to God. It is to renounce all vanity, and apply yourself to real virtue. Talk little, and do much without caring to be seen. God will teach you more than all the most experienced persons or the most spiritual books can do. What is it you want so much to know? What do you need to learn but to be poor in spirit and to find all wisdom in Christ crucified? “Knowledge puffs up.” Only “love builds up.”5 Be content to aim at charity.

What is history? What is its significance for humanity? Dr. J. H. Robinson gives us a precise answer: "Man's abject dependence on the past gives rise to the continuity of history. Our convictions, opinions, prejudices, intellectual tastes; our knowledge, our methods of learning and of applying for information we owe, with slight exceptions, to the past-often to the remote past. History is an expansion of memory, and like memory it alone can explain the present and in this lies its most unmistakable value.

State philosophy reposes on a double identity: of the thinking subject, and of the concepts it creates and to which it lends its own presumed attributes of sameness and constancy. The subjects, its concepts, and also the objects in the world to which the concepts are applied have a shared, internal essence: the self-resemblance at the basis of identity. Representational thought is analogical; its concern is to establish a correspondence between these symmetrically structured domains. The faculty of judgment is the policeman of analogy, assuring that each of these terms is honestly itself, and that the proper correspondences obtain. In thought its end is truth, in action justice. The weapons it wields in their pursuit are limitive distribution (the determination of the exclusive set of properties possessed by each term in contradistinction to the others: logos, law) and hierarchical ranking (the measurement of the degree of perfection of a term’s self-resemblance in relation to a supreme standard, man, god, or gold: value, morality). The modus operandi is negation: x = x = not y. Identity, resemblance, truth, justice, and negation. The rational foundation for order. The established order, of course: philosophers have traditionally been employees of the State. The collusion between philosophy and the State was most explicitly enacted in the first decade of the nineteenth century with the foundation of the University of Berlin, which was to become the model of higher learning throughout Europe and in the United States. The goal laid out for it by Wilhelm von Humboldt (based on proposals by Fichte and Schleiermacher) was the ‘spiritual and moral training of the nation,’ to be achieved by ‘deriving everything from an original principle’ (truth), by ‘relating everything to an ideal’ (justice), and by ‘unifying this principle and this ideal to a single Idea’ (the State). The end product would be ‘a fully legitimated subject of knowledge and society’ – each mind an analogously organized mini-State morally unified in the supermind of the State. More insidious than the well-known practical cooperation between university and government (the burgeoning military funding of research) is its philosophical role in the propagation of the form of representational thinking itself, that ‘properly spiritual absolute State’ endlessly reproduced and disseminated at every level of the social fabric.

But the history of science—by far the most successful claim to knowledge accessible to humans—teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us. We will always be mired in error. The most each generation can hope for is to reduce the error bars a little, and to add to the body of data to which error bars apply. The error bar is a pervasive, visible self-assessment of the reliability of our knowledge.

It is impossible for a tree to grow without roots. The same law applies to civilization. No society is conjured from thin air; it is the nature of societies to grow, Organically, from that which came before. To reject all forms of Human society is to reject centuries of knowledge, of accumulated thoughts, of triumphs we could learn from defeats we could avoid, Yes, we have touched the stars--but we are still connected deeply to the earth. We must not forget. We must not deny our roots in the existence of Humankind; instead, we must take that existence and improve upon it. Is that not the reason for our Creation? Is that not why we were Made?

Knowledge doesn’t assume morality or ethics (cf. genocide, segregation, religious conflicts, nuclear weapons, air and water pollution). Our unexamined biases interfere with how we apply what we learn. Knowing what to think is not the same as knowing how to think.

Experience has proven that the best-educated people are often those who are known as ‘self-made’ or self-educated. It takes more than a university degree to make one a person of education. Any person who is educated has learned to get whatever they want in life without violating the rights of others. Education consists not so much of knowledge, but of knowledge effectively and persistently applied. People are paid not merely for what they know, but more particularly for what they do with what they know.

We must learn from the past and apply that knowledge to our modern experience.

Unusual markets often provide the clearest insight into how risk is assessed, bought, and sold. Because nothing is hidden in markets like sex work, the subtleties that exist in all markets are made obvious. This is why we can learn the most by studying how business is conducted at the edges of the economy and apply that knowledge to more typical economic transactions.

There are some mysteries in this world," Yukawa said suddenly, "that cannot be unraveled with modern science. However, as science develops, we will one day be able to understand them. The question is, is there a limit to what science can know? If so, what creates that limit?" Kyohei looked at Yukawa. He couldn't figure out why the professor was telling him this, except he had a feeling it was very important. Yukawa pointed a finger at Kyohei's forehead. "People do." he said. "People's brains, to be more precise. For example, in mathematics, when somebody discovers a new theorem, they may have other mathematicians verify it to see if it's correct. The problem is, the theorems getting discovered are becoming more and more complex. That limits the number of mathematicians who can properly verify them. What happens when someone comes up with a theorem so hard to understand that there isn't anyone else who can understand it? In order for that theorem to be accepted as fact, they have to wait until another genius comes along. That's the limit the human brain imposes on the progress of scientific knowledge. You understand?" Kyohei nodded, still having no idea where he was going with this. "Every problem has a solution," Yukawa said, staring straight at Kyohei through his glasses. "But there's no guarantee that the solution will be found immediately. The same holds true in our lives. We encounter several problems to which the solutions are not immediately apparent in life. There is value to be had in worrying about those problems when you get to them. But never feel rushed. Often, in order to find the answer, you need time to grow first. That's why we apply ourselves, and learn as we go." Kyohei chewed on that for a moment, then his mouth opened a little and he looked up with sudden understanding. "You have questions now, I know, and until you find your answers, I'll be working on those questions too, and worrying with you. So don't forget, you're never alone.

The people’s right to know”—the people’s right to know what? Daniel Shipstone, having first armed himself with great knowledge of higher mathematics and physics, went down into his basement and patiently suffered seven lean and weary years and thereby learned an applied aspect of natural law that let him construct a Shipstone. Any and all of “the people” are free to do as he did—he did not even take out a patent. Natural laws are freely available to everyone equally, including flea-bitten Neanderthals crouching against the cold. In this case, the trouble with “the people’s right to know” is that it strongly resembles the “right” of someone to be a concert pianist—but who does not

You cannot transform a domain unless you first thoroughly understand how it works. Which means that one has to acquire the tools of mathematics, learn the basic principles of physics, and become aware of the current state of knowledge. But the old Italian saying seems to apply: Impara l’arte, e mettila da parte (learn the craft, and then set it aside). One cannot be creative without learning what others know, but then one cannot be creative without becoming dissatisfied with that knowledge and rejecting it (or some of it) for a better way.

SUMMARY OF YOUR AIDS TO HEALTH • Find out what it is that heals you. Realize that correct directions given to your subconscious mind will heal your mind and body. • Develop a definite plan for turning over your requests or desires to your subconscious mind. • Imagine the end desired and feel its reality. Follow it through, and you will get definite results. • Decide what belief is. Know that belief is a thought in your mind and that what you think you create. • It is foolish to believe in sickness or in anything that will hurt or harm you. Believe in perfect health, prosperity, peace, wealth, and divine guidance. • Great and noble thoughts upon which you habitually dwell become great acts. • Apply the power of prayer therapy in your life. Choose a certain plan, idea, or mental picture. Unite mentally and emotionally with that idea. As you remain faithful to your mental attitude, your prayer will be answered. • Always remember, if you really want the power to heal, you can have it through faith, which means a knowledge of the working of your conscious and subconscious mind. Faith comes with understanding. • Blind faith means that a person may get results in healing without any scientific understanding of the powers and forces involved. • Learn to pray for your loved ones who may be ill. Quiet your mind. Your thoughts of health, vitality, and perfection operating through the one universal subjective mind will be felt and made manifest in the mind of your loved

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

They say Knowledge is to be Secret so to be Used for the Benefit of the Owner, Thus if become Public, the Value of it Decreases as it could be Learned. BUT that is not the case, what if Knowledge is Public but Understood and Applied only by a Few ? That creates Encryption on the Knowledge... Interesting.

When men of sober age travel, they gather knowledge which they may apply usefully for their country; but they are subject ever after to recollections mixed with regret; their affections are weakened by being extended over more objects; and they learn new habits which cannot be gratified when they return home. —Thomas Jefferson

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

There are some things you can give another person, and some things you cannot give him, except as he is willing to reach out and take them, and pay the price of making them a part of himself. This principle applies to studying, to developing talents, to absorbing knowledge, to acquiring skills, and to the learning of all the lessons of life.

Because modern critical thinking is corrosive of conventional religious beliefs, some Christians reject applying it to the Bible and Christianity. The result is fundamentalism and much of conservative Christianity, which holds that regardless of the claims of modern knowledge, the Bible and Christianity are true—and not just true, but factually true.

Why do you seek out a challenging climb? Climbing achievements matter little in the grand scheme of things. They don’t create world peace, send your children through college, or even make you a “better” person. The learning that can take place in the process of your climbing achievements is what matters. Climbing can challenge you to the core, which is valuable and allows you to learn about yourself and expand your possibilities. You dig deep on a climb, gain self-knowledge, and apply that self-knowledge—that power—to any situation. If a climb you expected to be difficult proves to be easy and doesn’t challenge you, then it loses most of its benefit. Remember the importance of feeling challenged.

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

Liebig taught the world two great lessons. The first was that in order to teach chemistry it was necessary that students should be taken into a laboratory. The second lesson was that he who is to apply scientific thought and method to industrial problems must have a thorough knowledge of the sciences. The world learned the first lesson more readily than it learned the second.

Learning does not make one learned: there are those who have knowledge and those who have understanding. The first requires memory, the second philosophy.’ ‘But can’t one learn philosophy?’ ‘Philosophy cannot be taught. Philosophy is the union of all acquired knowledge and the genius that applies it: philosophy is the shining cloud upon which Christ set His foot to go up into heaven.

Most lecture-based courses contribute nothing to real learning. Consequential and retained learning comes from applying knowledge to new situations or problems, research on questions and issues that students consider important, peer interaction, activities, and projects. Experiences, rather than short-term memorization, help students develop the skills and motivation that transforms lives." [p. 7-8]

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

totality, the picture is in line with a classic research finding that is not specific to music: breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

In totality, the picture is in line with a classic research finding that is not specific to music: breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

another obstacle to educating innovators in universities is the lack of respect for interdisciplinary inquiry, practical knowledge, and applied learning. Discipline-based, in-depth knowledge is important, and basic research makes significant contributions to innovation. It is essential to our future that we continue to support this kind of inquiry, but this cannot—and must not—be the only kind of knowledge that is valued by our universities and our society.

…the rising movement of romanticism, with its characteristic idealism, one that tended toward a black-and-white view of the world based on those ideas, preferred for different reasons that women remain untinged by “masculine” traits of learning. Famous romantic writers such as Lord Byron, Samuel Taylor Coleridge, and William Hazlitt criticized the bluestockings. …and Hazlitt declared his 'utter aversion to Bluestockingism … I do not care a fig for any woman that knows even what an author means.' Because of the tremendous influence that romanticism gained over the cultural mind-set, the term bluestocking came to be a derogatory term applied to learned, pedantic women, particularly conservative ones. ... Furthermore, learned women did not fit in with the romantic notion of a damsel in distress waiting to be rescued by a knight in shining armor any more than they fit in with the antirevolutionary fear of progress.

The cabby left, muttering under his nose. "What's he muttering about?" Mr. Goliadkin thought through his tears. "I hired him for the evening, I'm sort of...within my rights nows...so there! I hired him for the evening, and that's the end of the matter. Even if he just stands there, it's all the same. It's as I will. I'm free to go, and free not to go. And that I'm now standing behind the woodpile--that, too, is quite all right...and don't you dare say anything; I say, the gentleman wants to stand behind the woodpile, so he stands behind the woodpile...and it's no taint to anybody's honor--so there! So there, lady mine, if you'd like to know. Thus and so, I say, but in our age, lady mine, nobody lives in a hut. So there! In our industrial age, lady mine, you can't get anywhere without good behavior, of which you yourself serve as a pernicious example...You say one must serve as a chief clerk and live in a hut on the seashore. First of all, lady mine, there are no chief clerks on the seashore, and second, you and I can't possible get to be a chief clerk. For, to take an example, suppose I apply, I show up--thus and so, as a chief clerk, say, sort of...and protect me from my enemy...and they'll tell you, my lady, say, sort of...there are lots of chief clerks, and here you're not at some émigrée Falbala's, where you learned good behavior, of which you yourself serve as a pernicious example. Good behavior, my lady, means sitting at home, respecting your father, and not thinking of any little suitors before it's time. Little suitors, my lady, will be found in due time! So there! Of course, one must indisputably have certain talents, to wit: playing the piano on occasion, speaking French, some history, geography, catechism, and arithmetic--so there!--but not more. Also cooking; cooking should unfailingly be part of every well-behaved girl's knowledge!

There should be Truth in thought, Truth in speech, and Truth in action. To the man who has realized this Truth in its fullness, nothing else remains to be known, because all knowledge is necessarily included in it. What is not included in it is not Truth, and so not true knowledge; and there can be no inward peace without true knowledge. If we once learn how to apply this never failing test of Truth, we will at once be able to find out what is worth doing, what is worth seeing, what is worth reading.

Critical Thinking: Why Is It So Hard to Teach? By Daniel T. Willingham SUMMER 2007 AMERICAN FEDERATION OF TEACHERS pp. 8-1 Can critical thinking actually be taught? Decades of cognitive research point to a disappointing answer: not really. People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize.

Bodily delight is a sensory experience, not any different from pure looking or the feeling with which a beautiful fruit fills the tongue; it is a great, an infinite learning that is given to us, a knowledge of the world, the fullness and the splendor of all knowledge. And it is not our acceptance of it that is bad; what is bad is that most people misuse this learning and squander it and apply it as a stimulant on the tired places of their lives and as a distraction rather than as a way of gathering themselves for their highest moments.

Refering to the domain of knowledge, adab means an intellectual discipline (ketertiban budi) which recognizes and acknowledges the hierarchy of knowledge based on the criteria of degrees of perfection (keluhuran) and priority (keutamaan) such that the ones that are based on revelation are recognized and acknowledged as more perfect and of a higher priority than those based on the intellect; those that are fard 'ayn are above fard kifayah; those that provide guidance (hidayah) to life are more superior to those that are practically useful (kegunaan amali). Adab towards knowledge would result in the proper and correct ways of learning and applying different sciences.

To eat responsibly is to understand and enact, so far as one can, this complex relationship. What can one do? Here is a list, probably not definitive: 1. Participate in food production to the extent that you can. If you have a yard or even just a porch box or a pot in a sunny window, grow something to eat in it. Make a little compost of your kitchen scraps and use it for fertilizer. Only by growing some food for yourself can you become acquainted with the beautiful energy cycle that revolves from soil to seed to flower to fruit to food to offal to decay, and around again. You will be fully responsible for any food that you grow for yourself, and you will know all about it. You will appreciate it fully, having known it all its life. 2. Prepare your own food. This means reviving in your own mind and life the arts of kitchen and household. This should enable you to eat more cheaply, and it will give you a measure of “quality control”: You will have some reliable knowledge of what has been added to the food you eat. 3. Learn the origins of the food you buy, and buy the food that is produced closest to your home. The idea that every locality should be, as much as possible, the source of its own food makes several kinds of sense. The locally produced food supply is the most secure, the freshest, and the easiest for local consumers to know about and to influence. 4. Whenever possible, deal directly with a local farmer, gardener, or orchardist. All the reasons listed for the previous suggestion apply here. In addition, by such dealing you eliminate the whole pack of merchants, transporters, processors, packagers, and advertisers who thrive at the expense of both producers and consumers. 5. Learn, in self-defense, as much as you can of the economy and technology of industrial food production. What is added to food that is not food, and what do you pay for these additions? 6. Learn what is involved in the best farming and gardening. 7. Learn as much as you can, by direct observation and experience if possible, of the life histories of the food species. The

I, the Teacher, was king over Israel in Jerusalem. I applied my mind to study and to explore by wisdom all that is done under the heavens. What a heavy burden God has laid on mankind! I have seen all the things that are done under the sun; all of them are meaningless, a chasing after the wind. What is crooked cannot be straightened; what is lacking cannot be counted. I said to myself, “Look, I have increased in wisdom more than anyone who has ruled over Jerusalem before me; I have experienced much of wisdom and knowledge.” Then I applied myself to the understanding of wisdom, and also of madness and folly, but I learned that this, too, is a chasing after the wind. For with much wisdom comes much sorrow; the more knowledge, the more grief.

What you learn after a long time in math-and I think the lesson applies much more broadly-is that there's always somebody ahead of you, whether they're right there in class with you or not. People just starting out look to people with good theorems, people with some good theorems look to people with lots of good theorems, people with lots of good theorems look to people with Fields Medals, people with Fields Medals look to the "inner circle" Medalists, and those people can always look toward the dead. Nobody ever looks in the mirror and says, "Let's face it, I'm smarter than Gauss." And yet, in the last hundred years, the joined effort of all these dummies-compared-to-Gauss has produced the greatest flowering of mathematical knowledge the world has ever seen.

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.

At the same time, it must be admitted that, unless words, to some extent, had fixed meanings, discourse would be impossible. Here again, however, it is easy to be too absolute. Words do change their meanings; take, for example, the word 'idea'. It is only by a considerable process of education that we learn to give to this word something like the meaning which Plato gave to it. It is necessary that the changes in the meanings of words should be slower than the changes that the words describe; but it is not necessary that there should be no changes in the meanings of words. Perhaps this does not apply to the abstract words of logic and mathematics, but these words, as we have seen, apply only to the form, not to the matter, of propositions. Here, again, we find that logic and mathematics are peculiar. Plato, under the influence of the Pythagoreans, assimilated other knowledge too much to mathematics. He shared this mistake with many of the greatest philosophers, but it was a mistake none the less.

But it is just as useless for a man to want first of all to decide the externals and after that the fundamentals as it is for a cosmic body, thinking to form itself, first of all to decide the nature of its surface, to what bodies it should turn its light, to which its dark side, without first letting the harmony of centrifugal and centripetal forces realize [*realisere*] its existence [*Existents*] and letting the rest come of itself. One must learn first to know himself before knowing anything else (γνῶθι σε αυτόν). Not until a man has inwardly understood himself and then sees the course he is to take does his life gain peace and meaning; only then is he free of the irksome, sinister traveling companion―that irony of life which manifests itself in the sphere of knowledge and invites true knowing to begin with a not-knowing (Socrates), just as God created the world from nothing. But in the waters of morality it is especially at home to those who still have not entered the tradewinds of virtue. Here it tumbles a person about in a horrible way, for a time lets him feel happy and content in his resolve to go ahead along the right path, then hurls him into the abyss of despair. Often it lulls a man to sleep with the thought, "After all, things cannot be otherwise," only to awaken him suddenly to a rigorous interrogation. Frequently it seems to let a veil of forgetfulness fall over the past, only to make every single trifle appear in a strong light again. When he struggles along the right path, rejoicing in having overcome temptation's power, there may come at almost the same time, right on the heels of perfect victory, an apparently insignificant external circumstance which pushes him down, like Sisyphus, from the height of the crag. Often when a person has concentrated on something, a minor external circumstance arises which destroys everything. (As in the case of a man who, weary of life, is about to throw himself into the Thames and at the crucial moment is halted by the sting of a mosquito). Frequently a person feels his very best when the illness is the worst, as in tuberculosis. In vain he tries to resist it but he has not sufficient strength, and it is no help to him that he has gone through the same thing many times; the kind of practice acquired in this way does not apply here. Just as no one who has been taught a great deal about swimming is able to keep afloat in a storm, but only the man who is intensely convinced and has experiences that he is actually lighter than water, so a person who lacks this inward point of poise is unable to keep afloat in life's storms.―Only when a man has understood himself in this way is he able to maintain an independent existence and thus avoid surrendering his own I. How often we see (in a period when we extol that Greek historian because he knows how to appropriate an unfamiliar style so delusively like the original author's, instead of censuring him, since the first prize always goes to an author for having his own style―that is, a mode of expression and presentation qualified by his own individuality)―how often we see people who either out of mental-spiritual laziness live on the crumbs that fall from another's table or for more egotistical reasons seek to identify themselves with others, until eventually they believe it all, just like the liar through frequent repetition of his stories.

And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

The VCs were prolific. They talked like nobody I knew. Sometimes they talked their own book, but most days, they talked Ideas: how to foment enlightenment, how to apply microeconomic theories to complex social problems. The future of media and the decline of higher ed; cultural stagnation and the builder’s mind-set. They talked about how to find a good heuristic for generating more ideas, presumably to have more things to talk about. Despite their feverish advocacy of open markets, deregulation, and continuous innovation, the venture class could not be relied upon for nuanced defenses of capitalism. They sniped about the structural hypocrisy of criticizing capitalism from a smartphone, as if defending capitalism from a smartphone were not grotesque. They saw the world through a kaleidoscope of startups: If you want to eliminate economic inequality, the most effective way to do it would be to outlaw starting your own company, wrote the founder of the seed accelerator. Every vocal anti-capitalist person I’ve met is a failed entrepreneur, opined an angel investor. The SF Bay Area is like Rome or Athens in antiquity, posted a VC. Send your best scholars, learn from the masters and meet the other most eminent people in your generation, and then return home with the knowledge and networks you need. Did they know people could see them?

the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human

the man who has spread the knowledge of English from Cape St. Vincent to the Ural Mountains is the Englishman who, unable or unwilling to learn a single word of any language but his own, travels purse in hand into every corner of the Continent. One may be shocked at his ignorance, annoyed at his stupidity, angry at his presumption. But the practical fact remains; he it is that is anglicising Europe. For him the Swiss peasant tramps through the snow on winter evenings to attend the English class open in every village. For him the coachman and the guard, the chambermaid and the laundress, pore over their English grammars and colloquial phrase books. For him the foreign shopkeeper and merchant send their sons and daughters in their thousands to study in every English town. For him it is that every foreign hotel- and restaurant-keeper adds to his advertisement: "Only those with fair knowledge of English need apply." Did the English-speaking races make it their rule to speak anything else than English, the marvellous progress of the English tongue throughout the world would stop. The English-speaking man stands amid the strangers and jingles his gold. "Here," cries, "is payment for all such as can speak English." He it is who is the great educator. Theoretically we may scold him; practically we should take our hats off to him. He is the missionary of the English tongue.

the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

In the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

But as for sermons! They are bad, aren’t they! Most of them from any point of view. The answer to the mystery is prob. not simple; but part of it is that ‘rhetoric’ (of which preaching is a dept.) is an art, which requires (a) some native talent and (b) learning and practice. The instrument used is v. much more complex than a piano, yet most performers are in the position of a man who sits down to a piano and expects to move his audience without any knowledge of the notes at all. The art can be learned (granted some modicum of aptitude) and can then be effective, in a way, when wholly unconnected with sincerity, sanctity etc. But preaching is complicated by the fact that we expect in it not only a performance, but truth and sincerity, and also at least no word, tone, or note that suggests the possession of vices (such as hypocrisy, vanity) or defects (such as folly, ignorance) in the preacher. Good sermons require some art, some virtue, some knowledge. Real sermons require some special grace which does not transcend art but arrives at it by instinct or ‘inspiration’; indeed the Holy Spirit seems sometimes to speak through a human mouth providing art, virtue and insight he does not himself possess: but the occasions are rare. In other times I don’t think an educated person is required to suppress the critical faculty, but it should be kept in order by a constant endeavour to apply the truth (if any), even in cliche form, to oneself exclusively! A difficult exercise. . . . .

At the risk of oversimplifying a topic that deserves entire books, we can summarize like this: During enslavement, many Black cooks learned their way around kitchens because their lives could depend on having that knowledge and skill. After slavery was abolished, many took to slinging fried chicken (or cooking in general) as one way to make a living. Interestingly, it wasn’t until Black folks began navigating their supposed freedoms-applying to schools, looking for paid work, seeking housing-that cartoonish, offensive images of Black folks eagerly consuming chicken or stealing chickens began to appear in essays, comics, advertisements, and postcards, perpetuating a narrative by white society that Black people were subhuman and needed to be controlled, policed, and locked out of mainstream opportunities. Exacerbated by the deep white resentment of Black people’s increasing social and political mobility (this period saw the largest representation of Black people in Congress than any time since), the idea took root that being Black meant that you loved fried chicken so much that you couldn’t resist it. This narrative is a painful legacy of slavery that wasn’t of our own making and is ironic, given that people all over the world get down with wings and things. But the essence of this stereotype persists. We know folks who refuse to eat fried chicken around white people, or chefs who don’t cook it in their restaurants, because they feel that’s the only thing certain diners expect from them…American fried chicken tastes good. It’s also complicated.

The average man has the greatest fear of death and in reality, thinks of it most rarely. The important man concerns himself with it most emphatically and nevertheless fears it the least. The one lives blindly from day to day, sins heedlessly, in order suddenly to collapse before the inevitable. The other observes its coming most carefully and, to be sure, looks it in the eye with calm and composure. Such is exactly the case in the lives of nations. It is often terrible to see how little men want to learn from history, how with such imbecilic indifference they gloss over their experiences, how thoughtlessly they sin without considering that it is precisely through their sins that so and so many nations and states have perished, indeed vanished from the earth. And indeed, how little they concern themselves with the fact that even for the short time-span for which we possess an insight into history, states and nations have arisen which were sometimes almost gigantic in size but which two thousand years later vanished without a trace, that world powers once ruled cultural spheres of which only sagas give us any information, that giant cities have sunk into ruins, and that their rubble heap has hardly survived to show present-day mankind at least the site at which they were located. The cares, hardships and sufferings of these millions and millions of individual men, who as a living substance were at one time the bearers and victims of these events, are almost beyond all imagination. Unknown men. Unknown soldiers of history. And truly, how indifferent is the present. How unfounded its eternal optimism and how ruinous its willful ignorance, its incapacity to see and its unwillingness to learn. And if it depended on the broad masses, the game of the child playing with the fire with which he is unfamiliar would repeat itself uninterruptedly and also to an infinitely greater extent. Hence it is the task of men who feel themselves called as educators of a people to learn on their own from history and to apply their knowledge practically, without regard to the view, understanding, ignorance or even the refusal of the mass. The greatness of a man is all the more important, the greater his courage, in opposition to a generally prevailing but ruinous view, to lead by his better insight to general victory. His victory will appear all the greater, the more enormous the resistances which had to be overcome, and the more hopeless the struggle seemed at first.

always close my books with my 10 Commandments for Looking Young and Feeling Great. 1. Thou shalt love thyself. Self-love is essential to survival. There is no successful, authentic relationship with others without self-love. We cannot water the land from a dry well. Self-love is not selfish or self-indulgent. We have to take care of our needs first so we can give to others from abundance. 2. Thou shalt take responsibility for thine own health and well-being. If you want to be healthy, have more energy, and feel great, you must take the time to learn what is involved and apply it to your own life. You have to watch what goes into your mouth, how much exercise and physical activity you get, and what thoughts you’re thinking throughout the day. 3. Thou shalt sleep. Sleep and rest is the body’s way of recharging the system. Sleep is the easiest yet most underrated activity for healing the body. Lack of sleep definitely saps your glow and instantly ages you, giving you puffy red eyes with dark circles under them. 4.Thou shalt detoxify and cleanse the body. Detoxifying the body means ridding the body of wastes and toxins so that you can speed up weight loss and restore great health. Releasing toxins releases weight. 5. Thou shalt remember that a healthy body is a sexy body. Real women’s bodies look beautiful! A healthy body is a beautiful body. It’s about getting healthy and having style and confidence and wearing clothes that match your body type. 6. Thou shalt eat healthy, natural, whole foods. Healthy eating can turn back the hands of time and return the body to a more youthful state. When you eat natural foods, you simply look and feel better. You keep the body clean at the cellular level and look radiant despite your age. Eating healthy should be part of your “beauty regimen.” 7. Thou shalt embrace healthy aging. The goal is not to stop the aging process but to embrace it. Healthy aging is staying healthy as you age, which is looking and feeling great despite your age. 8. Thou shalt commit to a lifestyle change. Losing weight permanently requires a commitment to changes . . . in your thinking, your lifestyle, your mind-set. It requires gaining knowledge and making permanent changes in your life for the better! 9. Thou shalt embrace the journey. This is a journey that will change your life; it’s not a diet but a lifestyle! Be kind and supportive to yourself. Learn to applaud yourself for the smallest accomplishment. And when you slip up sometimes, know that it is okay; it is called being human. 10. Thou shalt live, love, and laugh. Laughter is still good for the soul. Live your life with passion! Never give up on your dreams! And most important . . . love! Remember that love never fails! Now that you have experienced the power of healthy living, be sure to share your success story with others and help them to reclaim their health and vitality.

1. To learn and use three simple, easily understood concepts that must be used by any person for continuous success in any human activity. Herein lies the essence of this work. For the person who uses these three ingredients in combination in any specific activity cannot fail. • Inspiration to action: that which motivates you to act because you want to. • Know-how: the particular techniques and skills that consistently get results for you when applied. It is the proper application of knowledge. Know-how becomes habit through actual repetitive experience. • Activity knowledge: knowledge of the activity, service, product, methods, techniques, and skills with which you are particularly concerned. 2. To strive day by day to continue his education and thus expand his horizon. 3. To help himself become a better person and constantly strive to make his world better for himself and others. 4. To learn to develop the habit of recognizing, understanding, relating, assimilating, and using principles from his reading, the people he meets, and his everyday experiences. 5. To acquire financial wealth and business success, even though the spotlight is on the true riches of life. 6. To preserve and protect his inheritance as an American. 7. To feel, live, and act with a dynamic philosophy resulting from the action of striving to live up to the precepts of the religious teachings of his own church. 8. To seek and find the true riches of life. Again: A drop of ink makes thousands, perhaps millions, think. And a self-help book has changed the lives of countless thousands for the better. Take Fuller Duke, for example.

In his recent critique of fashionable ecological philosophies, Andreas Malm pointedly remarks: 'When Latour writes that, in a warming world, 'humans are no longer submitted to the diktats of objective nature, since what comes to them is also an intensively subjective form of action,' he gets it all wrong: there is nothing intensively subjective but a lot of objectivity in ice melting. Or, as one placard at a demonstration held by scientists at the American Geophysical Union in December 2016: 'Ice has no agenda - it just melts.'' The reverse claim is that human interventions have only had such a menacing and even fatal consequences for our living conditions within the Earth system because human agency has not yet sufficiently freed itself from its dependence on natural history. This seems to be the conviction behind the 'Ecomodernist Manifesto,' for instance, which claims that 'knowledge and technology, applied with wisdom, might allow for a good, even great, Anthropocene,' and that a good Anthropocene 'demands that humans use their growing social, economic, and technological powers to make life better for people, stabilize the climate, and protect the natural world.' In this confrontation, an age-old dualism has assumed a new guise: the attempt to establish a complicity with the forces of destiny - if necessary at the price of surrendering human subjectivity or perhaps involving other forms of self-sacrifice - is juxtaposed with the attempt to achieve human autonomy by subordinating the planet under the superior power of human ingenuity. These two positions, a modernist stance and a position critical of it, are usually considered to represent mutually exclusive alternatives. Actually, however, the two positions have more in common than first meets the eye. At the beginning of chapter 3, I referred to Greek philosophers who suggested that the best way to protect oneself against the vicissitudes of fate was to learn how to submit oneself to it willingly, sacrificing one's drives and ambitions while expecting, at the same time, that this complicity with destiny would empower one to master worldly challenges. What unites the seemingly opposite positions, more generally speaking, is a shared move away from engagement with the concrete and individual human agency (i.e., with empirical human subjects and with the unequal power distribution in human societies) toward some powerful form of abstraction, be it 'to distribute agency' or to use the 'growing social, economic, and technological powers' of humanity for a better Anthropocene. I suggest that we take a more systemic look at the role of humanity in the Earth system, taking into account both its material interventions and the knowledge that enabled them.

If you want an average, successful life, it doesn’t take much planning. Just stay out of trouble, go to school, and apply for jobs you might like. But if you want something extraordinary, you have two paths: 1) Become the best at one specific thing. 2) Become very good (top 25%) at two or more things. The first strategy is difficult to the point of near impossibility. Few people will ever play in the NBA or make a platinum album. I don’t recommend anyone even try. The second strategy is fairly easy. Everyone has at least a few areas in which they could be in the top 25% with some effort. In my case, I can draw better than most people, but I’m hardly an artist. And I’m not any funnier than the average standup comedian who never makes it big, but I’m funnier than most people. The magic is that few people can draw well and write jokes. It’s the combination of the two that makes what I do so rare. And when you add in my business background, suddenly I had a topic that few cartoonists could hope to understand without living it. I always advise young people to become good public speakers (top 25%). Anyone can do it with practice. If you add that talent to any other, suddenly you’re the boss of the people who have only one skill. Or get a degree in business on top of your engineering degree, law degree, medical degree, science degree, or whatever. Suddenly you’re in charge, or maybe you’re starting your own company using your combined knowledge. Capitalism rewards things that are both rare and valuable. You make yourself rare by combining two or more “pretty goods” until no one else has your mix. . . . At least one of the skills in your mixture should involve communication, either written or verbal. And it could be as simple as learning how to sell more effectively than 75% of the world. That’s one. Now add to that whatever your passion is, and you have two, because that’s the thing you’ll easily put enough energy into to reach the top 25%. If you have an aptitude for a third skill, perhaps business or public speaking, develop that too. It sounds like generic advice, but you’d be hard-pressed to find any successful person who didn’t have about three skills in the top 25%.

Scrum Master The scrum master acts as a coach, guiding the team to ever-higher levels of cohesiveness, self-organization, and performance. While a team’s deliverable is the product, a scrum master’s deliverable is a high-performing, self-organizing team. The scrum master is the team’s good shepherd, its champion, guardian, facilitator, and scrum expert.  The scrum master helps the team learn and apply scrum and related agile practices to the team’s best advantage. The scrum master is constantly available to the team to help them remove any impediments or road-blocks that are keeping them from doing their work. The scrum master is not—we repeat, not—the team’s boss. This is a peer position on the team, set apart by knowledge and responsibilities not rank.

The teacher begins by establishing her presence in the design of a learning experience through taking into account the actual learners who will be in the course, and builds into the structure of the course plenty of opportunities to engage with those learners through direct instruction and feedback. But a well-designed course will also provide opportunities (and incentives) for learners to interact with one another, both to help each other learn and to build that sense of community. When these two forms of presence have been established, the learners in the course are more likely to engage in the kinds of active, collaborative processes that help them construct new knowledge through their cognitive presence.

Adversity is an opportunity to learn, grow, and apply the knowledge of your experience to your future decisions.

In the final part, which I consider to be the essence of the work, we will learn how to apply the knowledge we’ve gained to achieve the emotional maturity that allows you to connect more authentically with others.

similar to the power tools used by construction workers. The key is to let the tools do the work. When I was young, I routinely used a handsaw to cut wood. One day my father let me use his newly purchased circular saw. I took the power saw in hand and began to cut a piece of wood. I applied the same pressure to the power saw that I would have applied to a hand saw. My father tapped me on the shoulder and told me to ease up on the pressure and let the saw do the work. The techniques in this book are based on similarly sound principles. Simply apply the techniques and relax, be yourself, and let the techniques do the work. You will be amazed at the results. 2. You must actually use this new knowledge in dealing with people in your everyday life. Knowing the best way to do something is great, but only when you actually utilize what you have learned. Always remember that knowledge without action is knowledge wasted. 3. You need to constantly practice what you have learned. Friendship skills are like skills in general. The more you use them, the more proficient you become; the less you use them, the quicker you lose them. If you

The OKR cadence manifests new insights through awareness, experimentation, conversation, and reflection. When we live that cadence, we learn, and apply that learning. We slow down and think, and act out that thinking to learn at an even deeper level. Through action and reflection, we build meaningful, practical, deep knowledge of the market. OKRs are built for learning.

He who learns a lot but applies a little stays little.

Dont waste time criticizing the choices of others, instead learn from their choices and apply that knowledge to your journey.

In 2012, we tried to put a stop to this with rules mitigating churn: infrastructure teams must do the work to move their internal users to new versions themselves or do the update in place, in backward-compatible fashion. This policy, which we’ve called the “Churn Rule,” scales better: dependent projects are no longer spending progressively greater effort just to keep up. We’ve also learned that having a dedicated group of experts execute the change scales better than asking for more maintenance effort from every user: experts spend some time learning the whole problem in depth and then apply that expertise to every subproblem. Forcing users to respond to churn means that every affected team does a worse job ramping up, solves their immediate problem, and then throws away that now-useless knowledge. Expertise scales better.

The physics of diffuse axonal injury Given our understanding of the rotational nature of diffuse axonal injury, it is now possible for us to take what we learned about levers and rotational motion in the previous chapters and apply that knowledge here to help us understand how a punch to the chin ends up stretching and damaging axons in the brainstem and throughout the brain. The first step in this process is the punch. This punch must meet a minimum energy requirement because we will be causing structural damage to axons in the brain. This punch must also meet a minimum momentum requirement because we need to spin the whole head around to damage those axons. Considering what we know about knockout punches and how boxers train, it is relatively safe to say that meeting the minimum energy requirement is not difficult, but meeting the minimum momentum requirement is. Fast punches are important strategically, but increasing the effective mass behind your punches is what gives your punch the ability to lay your opponent out on the mat. Figure 5-2. The process of diffuse axonal injury from punch to axon stretching. Left: The punch hits your opponent. Center: The punch rotates your opponent’s head around an axis located in the neck. Right: Axons located a small distance from the axis of rotation become stretched as one end of the axon travels around the axis of rotation. This story takes us from the fist to the axon, but there is still something missing. We turn our heads left and right every day, sometimes very rapidly, so what makes a punch so special? The science is still too young to be sure, but I will speculate that the peak of the force curve (figure 5-3) is typically where the axon gets rapidly extended to its natural limit, but the tail of the force curve is where the axons are damaged. The primary reason for this speculation is the empirical knowledge that pushing off the back foot is essential for a good knockout punch. Boxers and martial artists from all styles stress the importance of this push to the success of a punch. Some strikes, such as a front-hand palm strike or a square-shouldered wing chun punch, for which a back-foot push is impossible, will still generate the same long-tail force profile in figure 5-3 by making contact before the arm is fully extended and using the muscles in the arm to apply force by continuing the extension. The same profile appears when athletes tackle each other in other contact sports. There is an initial peak force at the moment of collision, but the legs continue to push after the initial peak.

It is only within comparatively recent years that the homely stories in the mouths of the country-people have been constituted a branch of learning, and have had applied to them, as such, the methods and the terminology of science. No doubt a very noteworthy gain to knowledge has resulted from this treatment, — a curious department of research has been opened up, and light has been cast upon various outside things of greater importance than the subject of study itself. But, side by side with this gain to knowledge, is there not, involved in the method of treatment indicated, a loss to the stories themselves ? Classified, tabulated, scientifically named, they are no longer the wild free product of Nature that we knew and loved: — they are become, so to speak, a collection of butterflies in a case, an album of pressed wild flowers. No doubt they are still very interesting, and highly instructive ; but their poetry, their brightness, the fragrance which clung about them in their native air, their native soil, is in large measure gone!

Knowledge is made organic when a person feels the emotions, experiences stress and anxiety and excitement and a range of other emotions, and through this physical experience, learns more about his own nature and the nature of others. And this makes much more sense than reading a thousand pages of a book that will be forgotten, that one needs to apply consciously as if he was a robot. One doesn’t truly understand the nature of knowledge when this knowledge remains inside the brain only. We can compare this situation with that of a fighter that learns fighting by reading. Until you get hurt, until you face opposition to your certainties, until you understand defeat, no theory on fighting will make any sense to you, or others, when spoken, explained or listened.

Halsted founded the surgical training program at Johns Hopkins Hospital in Baltimore, Maryland, in May 1889. As chief of the Department of Surgery, his influence was considerable, and his beliefs about how young doctors must apply themselves to medicine, formidable. The term “residency” came from Halsted’s belief that doctors must live in the hospital for much of their training, allowing them to be truly committed in their learning of surgical skills and medical knowledge. Halsted’s mentality was difficult to argue with, since he himself practiced what he preached, being renowned for a seemingly superhuman ability to stay awake for apparently days on end without any fatigue. But Halsted had a dirty secret that only came to light years after his death, and helped explain both the maniacal structure of his residency program and his ability to forgo sleep. Halsted was a cocaine addict.

who are not is what they know and how they apply that knowledge. Because the world is governed by men, should you not endeavor to learn as much as possible about men? If you study men with the same diligence as you have studied art and the texts with which Master Dichartyn has plied you and examined you, you will gain great knowledge about how best to apply all you know.

What is history? What is its significance for humanity? Dr. J. H. Robinson gives us a precise answer: “Man's abject dependence on the past gives rise to the continuity of history. Our convictions, opinions, prejudices, intellectual tastes; our knowledge, our methods of learning and of applying for information we owe, with slight exceptions, to the past—often to the remote past. History is an expansion of memory, and like memory it alone can explain the present and in this lies its most unmistakable value.”2

The Blasphemy of Reason To understand the relationship between Islamic and scientific modes of thought, it's useful to contrast the emergence of Islam with that of Christianity. In its first four centuries, Christianity germinated gradually within the Roman Empire, with many of its leading theologians converting to the new religion only after having spent their formative years immersed in the classical learning of ancient Greece. Islam, by contrast, spread through military conquest, expanding mostly through conversion of conquered peoples. As a result, even when Muslim rulers welcomed classical Greek knowledge, it was perceived as something alien. Tellingly, Greek science and natural philosophy were known throughout Islam as the “foreign sciences,” in contrast to the “Islamic sciences,” such as the study of the Quran, which were considered to hold the highest place in Muslim life.9 In the early years of Islamic civilization, various groups vigorously competed for the hearts and minds of the Muslim community. Those who actively pursued the Greek classical tradition of knowledge were known as the faylasuf or “philosophers.” Another group, taking a more mystical approach to Islam, were the Sufis. However, the two principal groups that emerged were the Ash'arites, traditionalists who believed in the primacy of Islamic faith, and the Mu'tazilites, who believed in a rational explication of the Quran.10 The Mu'tazilites were devout followers of Islam, while applying rational thought to their interpretation of theology. When passages in the Quran referred to “the face of God” or described God sitting on his throne, the Mu'tazilites argued that these descriptions should be interpreted metaphorically. It seemed to them equally valid to use reason as theology to make important distinctions in their lives, such as between good and evil. The Ash'arites, on the other hand, based their viewpoint on the fundamental presumption that the Quran was the direct word of God transmitted through Muhammad. As such, they viewed the Quran as something eternal and uncreated, an indivisible part of God: it wasn't just the word of God; it literally was God. How, then, to interpret statements about God's face or God sitting on his throne? The Ash'arite position was to take these statements literally, and if reason were unable

In the core phase, the classroom transforms into a dynamic arena of learning, where students actively participate in the educational process.

Cognitive efficiency, a cognitive ability vital for processing information without a feeling of overwhelm, fosters a learner's ability to absorb, recall, and apply knowledge effectively. Rapid learning components that contribute to cognitive efficiency include feedback mechanisms, effective note-taking, spaced repetition, metacognition, homework assignments, active recall, mnemonic devices, immediate practice sessions, and the integration of gamification elements.

In this sense teaching is a much more robust activity than programming, since the learner’s previous knowledge will be applied automatically to the interaction.

Despite the widespread proliferation of the printed word in the first half of the nineteenth century, lyceums remained “an important element in our social progress” because “oral instruction” remained a necessary and effective pedagogical tool. Lyceums were part of a panoply of voluntary associations that functioned very much like the extension or continuing education courses of the twentieth century. Such institutions spurred a knowledge boom that helped to drive U.S. economic growth by increasing human capital, or what at the time was called “useful knowledge,” which could encompass anything from brewing beer to learning Hebrew to knowing how to apply manure properly to different crops.