Prior Knowledge Quotes

There is tremendous relief in knowing His love to me is utterly realistic, based at every point on prior knowledge of the worst about me , so that no discovery can disillusion him about me , in the way I am so often disillusioned about myself, and quench his determination to bless me.

Whenever someone, on seeing something, realizes that that which he now sees wants to be like some other reality but falls short and cannot be like that other since it is inferior, do we agree that one who thinks this must have prior knowledge of that to which he says it is like, but deficiently so?

The mind, as a defense against the volume of today’s communications, screens and rejects much of the information offered it. In general, the mind accepts only that which matches prior knowledge or experience.

People who learn to extract the key ideas from new material and organize them into a mental model and connect that model to prior knowledge show an advantage in learning complex mastery. A mental model is a mental representation of some external reality.

The greatest clinicians who I know seem to have a sixth sense for biases. They understand, almost instinctively, when prior bits of scattered knowledge apply to their patients—but, more important, when they don’t apply to their patients.

Maybe Dauntless was formed with good intentions, with the right ideals and the right goals. But it has strayed far from them. And the same is true of Erudite, I realize. A long time ago, Erudite pursued knowledge and ingenuity for the sake of doing good. Now they pursue knowledge and ingenuity with greedy hearts. I wonder if the other fractions suffer from the same problem

The more you can explain about the way your new learning relates to your prior knowledge, the stronger your grasp of the new learning will be, and the more connections you create that will help you remember it later.

The ultimate lesson of the question was that detailed prior knowledge was less important than a way of thinking.

I am not worried if scientists go and explain everything. This is for a very simple reason: an impala sprinting across the Savannah can be reduced to biomechanics, and Bach can be reduced to counterpoint, yet that does not decrease one iota our ability to shiver as we experience impalas leaping or Bach thundering. We can only gain and grow with each discovery that there is structure underlying the most accessible levels of things that fill us with awe. But there is an even stronger reason why I am not afraid that scientists will inadvertently go and explain everything--it will never happen. While in certain realms, it may prove to be the case that science can explain anything, it will never explain everything. As should be obvious after all these pages, as part of the scientific process, for every question answered, a dozen newer ones are generated. And they are usually far more puzzling, more challenging than than the prior problems. This was stated wonderfully in a quote by a geneticist named Haldane earlier in the century: "Life is not only stranger than we imagine, it is stranger than we can imagine." We will never have our flames extinguished by knowledge. The purpose of science is not to cure us of our sense of mystery and wonder, but to constantly reinvent and reinvigorate it.

Excuse me, Mr. Ludefance. Just so you are aware, we are a tightknit group here. We all had knowledge of what happened prior to midnight. You can speak to all of us if you want, but you’ll be hearing the same story. It’s what happened between midnight and eight AM that’s very much in question. Not one officer on that shift saw or heard anything unusual. But if you wish to speak to any of the officers from that shift, we can arrange for you to do so. Now, I suppose you can start with Officer Harrington here. When you finish with her, I’ll call Rhodes. He doesn’t live that far away. The other officers are here on campus.

It is within science itself, and not in some prior philosophy, that reality is to be identified and described.

The majority of people who acquire wisdom do so after they have passed the age of forty. Prior to that time the majority of people are too busy gathering knowledge and organizing it into plans to spend any effort seeking wisdom.

We infuse messages with meaning automatically, fooling ourselves to believe that the meaning of a message is carried in the message. But it is not. This is only an illusion. Meaning is derived from context and prior knowledge. Meaning

New Rule: Just because a country elects a smart president doesn't make it a smart country. A couple of weeks ago, I was asked on CNN if I thought Sarah Palin could get elected president, and I said I hope not, but I wouldn't put anything past this stupid country. Well, the station was flooded with emails, and the twits hit the fan. And you could tell that these people were really mad, because they wrote entirely in CAPITAL LETTERS!!! Worst of all, Bill O'Reilly refuted my contention that this is a stupid country by calling me a pinhead, which (a) proves my point, and (b) is really funny coming from a doody-face like him. Now, before I go about demonstration how, sadly, easy it is to prove the dumbness that's dragging us down, let me just say that ignorance has life-and-death consequences. On the eve of the Iraq War, seventy percent of Americans thought Saddam Hussein was personally involved in 9/11. Six years later, thirty-four percent still do. Or look at the health-care debate: At a recent town hall meeting in South Carolina, a man stood up and told his congressman to "keep your government hands off my Medicare," which is kind of like driving cross-country to protest highways. This country is like a college chick after two Long Island iced teas: We can be talked into anything, like wars, and we can be talked out of anything, like health care. We should forget the town halls, and replace them with study halls. Listen to some of these stats: A majority of Americans cannot name a single branch of government, or explain what the Bill of Rights is. Twenty-four percent could not name the country America fought in the Revolutionary War. More than two-thirds of Americans don't know what's in Roe v. Wade. Two-thirds don't know what the Food and Drug Administration does. Some of this stuff you should be able to pick up simply by being alive. You know, like the way the Slumdog kid knew about cricket. Not here. Nearly half of Americans don't know that states have two senators, and more than half can't name their congressman. And among Republican governors, only three got their wife's name right on the first try. People bitch and moan about taxes and spending, but they have no idea what their government spends money on. The average voter thinks foreign aid consumes more twenty-four percent of our budget. It's actually less than one percent. A third of Republicans believe Obama is not a citizen ad a third of Democrats believe that George Bush had prior knowledge of the 9/11 attacks, which is an absurd sentence, because it contains the words "Bush" and "knowledge." Sarah Palin says she would never apologize for America. Even though a Gallup poll say eighteen percent of us think the sun revolves around the earth. No, they're not stupid. They're interplanetary mavericks. And I haven't even brought up religion. But here's one fun fact I'll leave you with: Did you know only about half of Americans are aware that Judaism is an older religion than Christianity? That's right, half of America looks at books called the Old Testament and the New Testament and cannot figure out which came first. I rest my case.

Truth is discovered, not invented. It exists independent of anyone’s knowledge of it. (Gravity existed prior to Newton.)

Comprehension processes [for young readers] grow.... [when] they leave the surface layers of text to explore the wondrous terrain that lies beneath it. The reading expert Richard Vacca describes this shift as a development from "fluent decoders" to "strategic readers"--"readers who know how to activate prior knowledge before, during and after reading, to decide what's important in a text"....

Conjecture or hypothesis must come before observation or perception: we have inborn expectations; we have latent inborn knowledge, in the form of latent expectations, to be activated by a stimuli to which we react as a rule while engaged in active exploration. All learning is a modification (it may be a refutation)of some prior knowledge and thus, in the last analysis, of some inborn knowledge.

Perhaps, some day, humanity can start afresh, a new world, a tabula rasa, a world with a mind without prior experiences. No memories and no pain. A day when the ones with abundance do not look down at the poor and the needy, a day when we learn to care for the victims, the fallen souls of civilization and advancement, a day when the world will be pure. When all of humanity becomes a clean sheet of parchment, without knowledge and prejudice, simple, hungry for knowing, tasting, and feeling; hungry for life and ready to absorb the ink of experience.

Wisdom is really the key to wealth. With great wisdom, comes great wealth and success. Rather than pursuing wealth, pursue wisdom. The aggressive pursuit of wealth can lead to disappointment. Wisdom is defined as the quality of having experience, and being able to discern or judge what is true, right, or lasting. Wisdom is basically the practical application of knowledge. Rich people have small TVs and big libraries, and poor people have small libraries and big TVs. Become completely focused on one subject and study the subject for a long period of time. Don't skip around from one subject to the next. The problem is generally not money. Jesus taught that the problem was attachment to possessions and dependence on money rather than dependence on God. Those who love people, acquire wealth so they can give generously. After all, money feeds, shelters, and clothes people. They key is to work extremely hard for a short period of time (1-5 years), create abundant wealth, and then make money work hard for you through wise investments that yield a passive income for life. Don't let the opinions of the average man sway you. Dream, and he thinks you're crazy. Succeed, and he thinks you're lucky. Acquire wealth, and he thinks you're greedy. Pay no attention. He simply doesn't understand. Failure is success if we learn from it. Continuing failure eventually leads to success. Those who dare to fail miserably can achieve greatly. Whenever you pursue a goal, it should be with complete focus. This means no interruptions. Only when one loves his career and is skilled at it can he truly succeed. Never rush into an investment without prior research and deliberation. With preferred shares, investors are guaranteed a dividend forever, while common stocks have variable dividends. Some regions with very low or no income taxes include the following: Nevada, Texas, Wyoming, Delaware, South Dakota, Cyprus, Liechtenstein, Luxembourg, Panama, San Marino, Seychelles, Isle of Man, Channel Islands, Curaçao, Bahamas, British Virgin Islands, Brunei, Monaco, Qatar, United Arab Emirates, Saudi Arabia, Bahrain, Bermuda, Kuwait, Oman, Andorra, Cayman Islands, Belize, Vanuatu, and Campione d'Italia. There is only one God who is infinite and supreme above all things. Do not replace that infinite one with finite idols. As frustrated as you may feel due to your life circumstances, do not vent it by cursing God or unnecessarily uttering his name. Greed leads to poverty. Greed inclines people to act impulsively in hopes of gaining more. The benefit of giving to the poor is so great that a beggar is actually doing the giver a favor by allowing the person to give. The more I give away, the more that comes back. Earn as much as you can. Save as much as you can. Invest as much as you can. Give as much as you can.

God forbid the wife should have prior knowledge of sex, let alone enjoy it.

A prior knowledge or justification is independent of experience

Writing a story bends time and warps reality. It gives the writer prior knowledge in the reader's future...

He does love prophesying a misfortune, does the average British ghost. Send him out to prognosticate trouble to somebody, and he is happy. Let him force his way into a peaceful home, and turn the whole house upside down by foretelling a funeral, or predicting a bankruptcy, or hinting at a coming disgrace, or some other terrible disaster, about which nobody in their senses would want to know sooner than they could possible help, and the prior knowledge of which can serve no useful purpose whatsoever, and he feels that he is combining duty with pleasure. He would never forgive himself if anybody in his family had a trouble and he had not been there for a couple of months beforehand, doing silly tricks on the lawn or balancing himself on somebody's bedrail. ("Introduction" to TOLD AFTER SUPPER)

Learning requires a large dose if humility to offset our built-in arrogance, which is usually supported by deafness and massive ignorance. New knowledge can prompt us to modify our beliefs. If we want to stick to our prior convictions, we should avoid new information like the plague and close our minds to everything but the opinions that square with our own. This is the way of censors and bookburners.

The claim that the universe *began* with the big bang has no basis in current physical and cosmological knowledge. The observations confirming the big bang do not rule out the possibility of a prior universe.

The essential difference between rich societies and poor societies does not stem from any greater effort the former devote to work, nor even from any greater technological knowledge the former hold. Instead it arises mainly from the fact that rich nations possess a more extensive network of capital goods wisely invested from an entrepreneurial standpoint. These goods consists of machines, tools, computers, buildings, semi-manufactured goods, software, etc., and they exist due to prior savings of the nation's citizens. In other words, comparatively rich societies possess more wealth because they have more time accumulated in the form of capital goods, which places them closer in time to the achievement of much more valuable goals.

you practice elaboration, there’s no known limit to how much you can learn. Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know. The more you can explain about the way your new learning relates to your prior knowledge, the stronger your grasp of the new learning will be, and the more connections you create that will help you remember it later.

Ah, like how Sharon Parker’s bra kind of found its way into your locker?” He leaned in, resting his elbows on the table. “Are you going to constantly bring these things up the entire time we’re dating?” “Sorry. Just using my prior knowledge to try and gauge what kind of fake boyfriend you’re going to make.” “Well, if your bitterness is any indication of the kind of fake girlfriend you’re going to be, I won’t hold my breath for you to fake put out.

and if a rainy morning deprived them of other enjoyments, they were still resolute in meeting in defiance of wet and dirt, and shut themselves up, to read novels together. Yes, novels; for I will not adopt that ungenerous and impolitic custom so common with novel–writers, of degrading by their contemptuous censure the very performances, to the number of which they are themselves adding — joining with their greatest enemies in bestowing the harshest epithets on such works, and scarcely ever permitting them to be read by their own heroine, who, if she accidentally take up a novel, is sure to turn over its insipid pages with disgust. Alas! If the heroine of one novel be not patronized by the heroine of another, from whom can she expect protection and regard? I cannot approve of it. Let us leave it to the reviewers to abuse such effusions of fancy at their leisure, and over every new novel to talk in threadbare strains of the trash with which the press now groans. Let us not desert one another; we are an injured body. Although our productions have afforded more extensive and unaffected pleasure than those of any other literary corporation in the world, no species of composition has been so much decried. From pride, ignorance, or fashion, our foes are almost as many as our readers. And while the abilities of the nine–hundredth abridger of the History of England, or of the man who collects and publishes in a volume some dozen lines of Milton, Pope, and Prior, with a paper from the Spectator, and a chapter from Sterne, are eulogized by a thousand pens — there seems almost a general wish of decrying the capacity and undervaluing the labour of the novelist, and of slighting the performances which have only genius, wit, and taste to recommend them. “I am no novel–reader — I seldom look into novels — Do not imagine that I often read novels — It is really very well for a novel.” Such is the common cant. “And what are you reading, Miss — ?” “Oh! It is only a novel!” replies the young lady, while she lays down her book with affected indifference, or momentary shame. “It is only Cecilia, or Camilla, or Belinda”; or, in short, only some work in which the greatest powers of the mind are displayed, in which the most thorough knowledge of human nature, the happiest delineation of its varieties, the liveliest effusions of wit and humour, are conveyed to the world in the best–chosen language. Now, had the same young lady been engaged with a volume of the Spectator, instead of such a work, how proudly would she have produced the book, and told its name; though the chances must be against her being occupied by any part of that voluminous publication, of which either the matter or manner would not disgust a young person of taste: the substance of its papers so often consisting in the statement of improbable circumstances, unnatural characters, and topics of conversation which no longer concern anyone living; and their language, too, frequently so coarse as to give no very favourable idea of the age that could endure it.

Life is full of fickleness and we get scared at every moment. And there is no place where this element is absent. But its effect is different in every person. Fear won’t knock with prior knowledge; its appearances are always full of surprising facts.

rationalist believes in reason as the primary source of knowledge, and he may also believe that man has certain innate ideas that exist in the mind prior to all experience. And the clearer such ideas may be, the more certain it is that they correspond to reality. You

This is momentous knowledge. There is unspeakable comfort—the sort of comfort that energizes, be it said, not enervates-in knowing that God is constantly taking knowledge of me in love and watching over me for my good. There is tremendous relief in knowing that his love to me is utterly realistic, based at every point on prior knowledge of the worst about me, so that no discovery now can disillusion him about me, in the way I am so often disillusioned about myself, and quench his determination to bless me. There is, certainly, great cause for

Failure presumes a lot of prior knowledge. Otherwise, how would you know whether a change represents failing? The word anomaly is important in this context because it refers to a cue that does not fit into a series, something that is a departure from common order, form, or rule.

some linguists have also concluded that, while the innatist perspective provides a plausible explanation for first language acquisition, something else is required for second language acquisition, since it so often falls short of full success. From the cognitive psychology perspective, however, first and second language acquisition are seen as drawing on the same processes of perception, memory, categorization, and generalization. The difference lies in the circumstances of learning as well as in what the learners already know about language and how that prior knowledge shapes their perception of the new language.

Everything that I know about the world, even through science, I know from a perspective that is my own or from an experience of the world without which scientific symbols would be meaningless. The entire universe of science is constructed upon the lived world, and if we wish to think science rigorously, to appreciate precisely its sense and its scope, we must first awaken that experience of the world of which science is the second-order expression. Science neither has, nor ever will have the same ontological sense as the perceived world for the simple reason that science is a determination or an explanation of that world. ... Scientific perspectives … always imply, without mentioning it, that other perspective - the perspective of consciousness - by which a world first arranges itself around me and begins to exist for me. To return to the things themselves is to return to this world prior to knowledge, this world of which knowledge always speaks, and this world with regard to which every scientific determination is abstract, signitive, and dependent, just like geography with regard to the landscape where we first learned what a forest, a meadow, or a river is.

Universal Blessing: You do not do elements that focus on negative feelings of shame or embarrassment. • General Revelation: You do not do elements that require some prior knowledge of God or the Bible (Bible drills, etc.). • Imago Dei: You do not do elements that require students to utilize the ungodly attributes within themselves (Yo’ mamma joke contest).

People too often tolerate uncertainty prior to taking action; worse, some people believe that omniscience or infallibility are prerequisites for being certain, so they conclude that certainty (and therefore knowledge) is never possible. To any person who proclaims that "you can never be certain of anything", ask them: "are you sure?" and watch what happens.

the real world, people are not completely rational, they don’t have common knowledge, they misinterpret one another, and they certainly don’t start with the same priors

But what if differences are made by remembering where we’d be without God and then ministering to others out of that knowledge? What if preaching requires something prior to homiletics?

Prior to the studies by Renan and Straus, historians thought myth was an obstacle to be removed in the search for the actual truth of history. But these new writers treated myth as a source of insight into the ways people viewed themselves and their universe. What if instead of treating myth as an illusion and a falsification, we saw it as an expression of people's deepest dreams?

Knowledge is prior to any particular knowledge, and exists not in the previous state of the individual, but of the race. It is potential, not actual, and can only be appropriated by strenuous exertion.

Jim Collins, in his bestselling book Good to Great, demonstrates through massive research and comprehensive analysis that when it comes to CEO succession, internal candidates dramatically outperform external candidates. The core reason is knowledge. Knowledge of technology, prior decisions, culture, personnel, and more tends to be far more difficult to acquire than the skills required to manage a larger organization.

In order to fix the vocabulary, let us say that we will call knowledge-connaissance the system that allows desire and knowledge-savoir to be given a prior unity, reciprocal belonging, and co-naturalness. And we will call knowledge-savoir that which we have to drag from the interiority of knowledge-connaissance in order to rediscover in it the object of a willing, the end of a desire, the instrument of a domination, the stake of a struggle.

The coup that overthrew President Chavez of Venezuela in April 2002 was greeted with euphoria in Washington. The new president—a businessman—was instantly recognized and the hope expressed that stability and order would return to the country, thus creating the basis for solid future development. The New York Times editorialized in identical language. ... The coup was reversed three days later and Chavez then came back to power. The State Department soberly denied any prior knowledge about anything, saying it was all an internal matter. It was to be hoped that a peaceful, democratic, and constitutional solution to the difficulties would be arrived at, they said. The New York Times editorial followed suit, merely adding that perhaps it was not a good idea to embrace the overthrow of a democratically elected regime, however obnoxious, too readily if one of America's fundamental values was support for democracy.

Through this publication, Barracoon extends our knowledge of and understanding about the experiences of Africans prior to their disembarkation into the Americas. Like a relic pulled up from the bottom of the ocean floor, Barracoon speaks to us of survival and persistence. It recalls the disremembered and gives an account for the unaccounted. As an expression of the feelings and attitudes of one who survived the Middle Passage, it is rare in the annals of history.

Each of us has a large basket of resources in the form of aptitudes, prior knowledge, intelligence, interests, and sense of personal empowerment that shape how we learn and how we overcome our shortcomings. Some of these differences matter a lot—for example, our ability to abstract underlying principles from new experiences and to convert new knowledge into mental structures. Other differences we may think count for a lot, for example having a verbal or visual learning style, actually don’t.

Like first language learners, second language learners do not learn language simply through imitation and practice. They produce sentences that are not exactly like those they have heard. These new sentences appear to be based on internal cognitive processes and prior knowledge that interact with the language they hear around them. Both first and second language acquisition are best described as developing systems with their own evolving rules and patterns, not simply as imperfect versions of the target language.

If we live in a world of states, and if out-of-state existence is impossible, then we all must live as national citizens. We are the nation, and the nation is us. This is as fundamental as it is an inescapable reality. Nationalism engulfs both the individual and the collective; it produces the 'I' and 'We' dialectically and separately. Not only does nationalism produce the community and its individual members: it is itself the community and its realized individual subjects, for without these there is no nationalism. "Leading sociologists and philosophers have emphasized the pervasive presence of the community in individual consciousnesses, where the social bond is an essential part of the self. It is not only that the 'I' is a member of the 'We,' but, more importantly, that the 'We' is a necessary member of the 'I.' It is an axiom of sociological theory, writes Scheler, that all human knowledge 'precedes levels of self-contagiousness of one's self-value. There is no "I" without "We." The "We" is filled with contents prior to the "I." ' Likewise, Mannheim emphasizes ideas and thought structures as functions of social relations that exist within the group, excluding the possibility of any ideas arising independently of socially shared meanings. The social reality of nationalism not only generates meanings but is itself a 'context of meaning'; hence our insistence that nationalism constitutes and is constituted by the community as a social order. 'It is senseless to pose questions such as whether the mind is socially determined, as though the mind and society each posses a substance of their own' [citing Pressler and Dasilva's Sociology]. The profound implications of the individual's embeddedness in the national community is that the community's ethos is prior and therefore historically determinative of all socioepistemic phenomena. And if thought structures are predetermined by intellectual history, by society's inheritance of historical forms of knowledge, then those structures are also a priori predetermined by the linguistic structures in which this history is enveloped, cast, and framed. Like law, nationalism is everywhere: it creates the community and shapes world history even before nationalism comes into it.

Uhhhhh, okay, let’s fast-forward. This is taking forever. The T. rex gets out. The lawyer tries to hide in a toilet house, but T. rex finds him immediately because this is the ’90s, so T. rexes hate lawyers. Newman gets eaten by some fancy lads (GOOD), while everyone else runs around screaming, or holds perfectly still, depending on their prior knowledge of dinosaur eyeballs... Richard Attenborough is making a speech about fleas. He just wanted to make something that wasn’t an illusion, you know? “I wanted to show them something that wasn’t an illusion. Something that was real. Something they could see and touch.” And get dismembered by.

When we have come so far on our soul's pilgrimage that we carry within ourselves as a memory all that we call "ourself," namely, our own being in physical life, and experience ourselves instead in another, newly-won superior ego, then we become capable of seeing our life stretching beyond the limits of earthly life. Before our spiritual sight appears the fact that we have shared in another life, in the spiritual world, prior to our present existence in the world of the senses; and in that spiritual life are to be found the real causes of the shaping of our physical existence. We become acquainted with the fact that before we received a physical body and entered upon this physical existence we lived a purely spiritual life. We see that that human being which we now are, with its faculties and inclinations, was prepared during a life that we spent in a purely spiritual world before birth. We look upon ourselves as upon beings who lived spiritually before their entrance into the world of the senses, and who are now striving to live as physical beings with those faculties and psychic characteristics which were originally attached to them and which have developed since their birth. It would be a mistake to say: "How is it possible that in spiritual life I should have aspired to possess faculties and inclinations, which now, when I have got them, do not please me at all?" It does not matter whether something pleases the soul in the world of senses or not. That is not the point. The soul has quite different points of view for its aspirations in the spiritual world from those which it adopts in the life of the senses. The character of knowledge and will is quite different in the two worlds. In the spiritual life we know that for the sake of our total evolution we need a certain kind of life in the physical world, which when we get there may seem unsympathetic or depressing to the soul; and yet we strive for it, because in the spiritual existence we do not prefer what is sympathetic and agreeable, but what is necessary to the right development of our individual being.

In the world of personal development and spiritual growth, a seeker embarks on a path of self-discovery and self-improvement. A seeker desires to discover knowledge and use an enhanced level of personal awareness to alter their behavior, opinions, beliefs, and point of view in order to experience reality in a different and more wholesome manner than the prior path that lead to self-rejection.

…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 Hindu doctrine teaches that a human cycle, to which it gives the name Manvantara, is divided into four periods marking so many stages during which the primordial spirituality becomes gradually more and more obscured; these are the same periods that the ancient traditions of the West called the Golden, Silver, Bronze, and Iron Ages. We are now in the fourth age, the Kali-Yuga or “dark age”, and have been so already, it is said, for more than six thousand years, that is to say since a time far earlier than any known to “classical” history. Since that time, the truths which were formerly within reach of all have become more and more hidden and inaccessible; those who possess them grow fewer and fewer, and although the treasure of “nonhuman” (that is, supra-human) wisdom that was prior to all the ages can never be lost, it nevertheless becomes enveloped in more and more impenetrable veils, which hide it from men’s sight and make it extremely difficult to discover. This is why we find everywhere, under various symbols, the same theme of something that has been lost—at least to all appearances and as far as the outer world is concerned—and that those who aspire to true knowledge must rediscover; but it is also said that what is thus hidden will become visible again at the end of the cycle, which, because of the continuity binding all things together, will coincide with the beginning of a new cycle. (The Dark Age, p. 3)

Full-scale river systems mature the same way, carving out large, varying paths over thousands of years. Geologically young rivers flow straight and fast, whereas older rivers adapt to have more turns and twists. The changing shape of the river represents the patterned “knowledge” embedded in it from thousands of years of resolving gradient flows, with the prior shape providing the guide for how to “capture” more of the flowing water’s potential energy and dissipate more energy into the surrounding system.

Imagine you're sitting having dinner in a restaurant. At some point during the meal, your companion leans over and whispers that they've spotted Lady Gaga eating at the table opposite. Before having a look for yourself, you'll no doubt have some sense of how much you believe your friends theory. You'll take into account all of your prior knowledge: perhaps the quality of the establishment, the distance you are from Gaga's home in Malibu, your friend's eyesight. That sort of thing. If pushed, it's a belief that you could put a number on. A probability of sorts. As you turn to look at the woman, you'll automatically use each piece of evidence in front of you to update your belief in your friend's hypothesis Perhaps the platinum-blonde hair is consistent with what you would expect from Gaga, so your belief goes up. But the fact that she's sitting on her own with no bodyguards isn't, so your belief goes down. The point is, each new observations adds to your overall assessment. This is all Bayes' theorem does: offers a systematic way to update your belief in a hypothesis on the basis of the evidence. It accepts that you can't ever be completely certain about the theory you are considering, but allows you to make a best guess from the information available. So, once you realize the woman at the table opposite is wearing a dress made of meat -- a fashion choice that you're unlikely to chance up on in the non-Gaga population -- that might be enough to tip your belief over the threshold and lead you to conclude that it is indeed Lady Gaga in the restaurant. But Bayes' theorem isn't just an equation for the way humans already make decisions. It's much more important that that. To quote Sharon Bertsch McGrayne, author of The Theory That Would Not Die: 'Bayes runs counter to the deeply held conviction that modern science requires objectivity and precision. By providing a mechanism to measure your belief in something, Bayes allows you to draw sensible conclusions from sketchy observations, from messy, incomplete and approximate data -- even from ignorance.

Yann LeCun's strategy provides a good example of a much more general notion: the exploitation of innate knowledge. Convolutional neural networks learn better and faster than other types of neural networks because they do not learn everything. They incorporate, in their very architecture, a strong hypothesis: what I learn in one place can be generalized everywhere else. The main problem with image recognition is invariance: I have to recognize an object, whatever its position and size, even if it moves to the right or left, farther or closer. It is a challenge, but it is also a very strong constraint: I can expect the very same clues to help me recognize a face anywhere in space. By replicating the same algorithm everywhere, convolutional networks effectively exploit this constraint: they integrate it into their very structure. Innately, prior to any learning, the system already “knows” this key property of the visual world. It does not learn invariance, but assumes it a priori and uses it to reduce the learning space-clever indeed!

A biography of civilization does not consist exclusively of wars, politics, and acts of villainy, but also consist of the culture, art, religion, and communication methods of a society. The written word outlasts human life. We can understand how other civilizations lived by reviewing the account of great philosopher’s lives and ideas. We also acquire valuable knowledge of the cultural context of prior eras by reviewing the historical narrative left by ordinary people including their letters and journals describing everyday life and living conditions.

The biblical account of the origin of the cosmos in Genesis, for example, posits that a god created the physical universe particularly with human beings in mind, and so unsurprisingly placed the Earth at the center of creation. Modern cosmological knowledge has refuted such an account. We are living in the golden age of cosmology: More has been discovered about the large-scale structure and history of the visible cosmos in the last 20 years than in the whole of prior human history. We now have precise knowledge of the distribution of galaxies and know that ours is nowhere near the center of the universe, just as we know that our planetary system has no privileged place among the billions of such systems in our galaxy and that Earth is not even at the center of our planetary system. We also know that the Big Bang, the beginning of our universe, occurred about 13.7 billion years ago, whereas Earth didn’t even exist until about 10 billion years later. No one looking at the vast extent of the universe and the completely random location of homo sapiens within it (in both space and time) could seriously maintain that the whole thing was intentionally created for us. This realization began with Galileo, and has only intensified ever since.

prior probability that the sun will rise, since it’s prior to seeing any evidence. It’s not based on counting the number of times the sun has risen on this planet in the past, because you weren’t there to see it; rather, it reflects your a priori beliefs about what will happen, based on your general knowledge of the universe. But now the stars start to fade, so your confidence that the sun does rise on this planet goes up, based on your experience on Earth. Your confidence is now a posterior probability, since it’s after seeing some evidence. The sky begins to lighten, and the posterior probability takes another leap. Finally, a sliver of the sun’s bright disk appears above the horizon and perhaps catches “the Sultan’s turret in a noose of light,” as in the opening verse of the Rubaiyat. Unless you’re hallucinating, it is now certain that the sun will rise. The crucial question is exactly how the posterior probability should evolve as you see more evidence. The answer is Bayes’ theorem. We can think of it in terms of cause and effect. Sunrise causes the stars to fade and the sky to lighten, but the latter is stronger evidence of daybreak, since the stars could fade in the middle of the night due to, say, fog rolling in. So the probability of sunrise should increase more after seeing the sky lighten than after seeing the stars fade. In mathematical notation, we say that P(sunrise | lightening-sky), the conditional probability of sunrise given that the sky is lightening, is greater than P(sunrise | fading-stars), its conditional probability given that the stars are fading. According to Bayes’ theorem, the more likely the effect is given the cause, the more likely the cause is given the effect: if P(lightening-sky | sunrise) is higher than P(fading-stars | sunrise), perhaps because some planets are far enough from their sun that the stars still shine after sunrise, then P(sunrise | lightening sky) is also higher than P(sunrise | fading-stars).

Despite the advancements of systematic experimental pipelines, literature-curated protein-interaction data continue to be the primary data for investigation of focused biological mechanisms. Notwithstanding the variable quality of curated interactions available in public databases, the impact of inspection bias on the ability of literature maps to provide insightful information remains equivocal. The problems posed by inspection bias extend beyond mapping of protein interactions to the development of pharmacological agents and other aspects of modern biomedicine. Essentially the same 10% of the proteome is being investigated today as was being investigated before the announcement of completion of the reference genome sequence. One way forward, at least with regard to interactome mapping, is to continue the transition toward systematic and relatively unbiased experimental interactome mapping. With continued advancement of systematic protein-interaction mapping efforts, the expectation is that interactome 'deserts', the zones of the interactome space where biomedical knowledge researchers simply do not look for interactions owing to the lack of prior knowledge, might eventually become more populated. Efforts at mapping protein interactions will continue to be instrumental for furthering biomedical research.

If the operating equipment of the 21st century is a portable device, this means the modern factory is not a place at all. It is the day itself. The computer age has liberated the tools of productivity from the office. Most knowledge workers, whose laptops and smartphones are portable all-purpose media-making machines, can theoretically be as productive at 2 p.m. in the main office as at 2 a.m. in a Tokyo WeWork or at midnight on the couch.29 Compared to generations prior, control over your time has diminished. And since controlling your time is such a key happiness influencer, we shouldn’t be surprised that people don’t feel much happier even though we are, on average, richer than ever.

1. Did you conduct one-to-one meetings with each salesperson on your team? 2. Did you ask each of them how they like to be managed? Are they coachable? 3. Did you inquire about their prior experience with their past manager? Was it positive or negative? 4. Did you set the expectations of your relationship with them? Did you ask them what they needed and expected from their manager? What changes do they want to see? 5. Did you inform them about how you like to manage and your style of management? This would open up the space for a discussion regarding how you may manage differently from your predecessor. 6. Did you let them know you just completed a coaching course that would enable you to support them even further and maximize their talents? 7. Did you explain to them the difference between coaching and traditional management? 8. Did you enroll them in the benefits of coaching? That is, what would be in it for them? 9. Did you let them know about your intentions, goals, expectations, and aspirations for each of them and for the team as a whole? 10. How have you gone about learning the ins and outs of the company?Are you familiar with the internal workings, culture, leadership team, and subtleties that make the company unique? Have you considered that your team may be the best source of knowledge and intelligence for this? Did you communicate your willingness and desire to learn from them as well, so that the learning and development process can be mutually reciprocated?

The first encounter with Chan/Zen took place in Japan, where Francis Xavier arrived in August 1549. Xavier's stay in Japan was relatively short, and he had to rely in the beginning on the poor information provided by the Japanese convert Yajirō, who spoke some Portuguese. In contrast to Ricci's, Xavier's judgment reflects the sociopolitical importance of Buddhism in Japanese society prior to the anti-Buddhist repression of 1571, as well as the strong impressions left by his first encounters with Zen masters. Although Xavier and his confreres were puzzled by the many similarities between Buddhism and Christianity and first interpreted them as proof of a past knowledge, obscured in time, of Christian teachings, they eventually attributed them to the work of the devil (Schurhammer 1982, 224).

Source credibility is one contributing factor that seems to influence change. People have a tendency to look up to authority figures for knowledge and direction. Expert opinion is effective in establishing the legitimacy of change and is tied to information control. Once a source is accepted on one issue, another issue may be established as well on the basis of prior acceptance of the source. The analyst looks for an audience's perceived image of the source. How does the audience regard the source? Are the people deferential, and do they accept the message on the basis of leadership alone? Is the propaganda agent a hero? Does the audience model its behavior after the propagandist's? How does the propagandist establish identification with the audience? Does she or he establish familiarity with the audience's locality, use local incidents, and share interests, hopes, hatreds, and so on?

Heisenberg’s uncertainty principle shredded the hopes of all those who had put their faith in the clockwork universe Newtonian physics had promised. According to the determinists, if one could reveal the laws that governed matter, one could reach back to the most archaic past and predict the most distant future. If everything that occurred was the direct consequence of a prior state, then merely by looking at the present and running the equations it would be possible to achieve a godlike knowledge of the universe. Those hopes were shattered in light of Heisenberg’s discovery: what was beyond our grasp was neither the future nor the past, but the present itself. Not even the state of one miserable particle could be perfectly apprehended. However much we scrutinized the fundamentals, there would always be something vague, undetermined, uncertain, as if reality allowed us to perceive the world with crystalline clarity with one eye at a time, but never with both.

A combination of Internet technology and crowdsourcing from thousands of volunteers has led to flabbergasting access to the great works of humankind. There can be no question of which was the greatest era for culture; the answer has to be today, until it is superseded by tomorrow. The answer does not depend on invidious comparisons of the quality of the works of today and those of the past (which we are in no position to make, just as many of the great works of the past were not appreciated in their time). It follows from our ceaseless creativity and our fantastically cumulative cultural memory. We have, at our fingertips, virtually all the works of genius prior to our time, together with those of our own time, whereas the people who lived before our time had neither. Better still, the world’s cultural patrimony is now available not just to the rich and well-located but to anyone who is connected to the vast web of knowledge, which means most of humanity and soon all of it.

[Refers to 121 children taken into care in Cleveland due to suspected abuse (1987) and later returned to their parents] Sue Richardson, the child abuse consultant at the heart of the crisis, watched as cases began to unravel: “All the focus started to fall on the medical findings; other supportive evidence, mainly which we held in the social services department, started to be screened out. A situation developed where the cases either were proven or fell on the basis of medical evidence alone. Other evidence that was available to the court, very often then, never got put. We would have had statement from the child, the social workers and the child psychologist’s evidence from interviewing. We would have evidence of prior concerns, either from social workers or teachers, about the child’s behaviour or other symptoms that they might have been showing, which were completely aside from the medical findings. (Channel 4 1997) Ten years after the Cleveland crisis, Sue Richardson was adamant that evidence relating to children’s safety was not presented to the courts which subsequently returned those children to their parents: “I am saying that very clearly. In some cases, evidence was not put in the court. In other cases, agreements were made between lawyers not to put the case to the court at all, particularly as the crisis developed. Latterly, that children were sent home subject to informal agreements or agreements between lawyers. The cases never even got as far as the court. (Channel 4, 1997)” Nor is Richardson alone. Jayne Wynne, one of the Leeds paediatricians who had pioneered the use of RAD as an indicator of sexual abuse and who subsequently had detailed knowledge of many of the Cleveland children, remains concerned by the haphazard approach of the courts to their protection. I think the implication is that the children were left unprotected. The children who were being abused unfortunately returned to homes and the abuse may well have been ongoing. (Channel 4 1997)

Perhaps the most striking illustration of Bayes’s theorem comes from a riddle that a mathematics teacher that I knew would pose to his students on the first day of their class. Suppose, he would ask, you go to a roadside fair and meet a man tossing coins. The first toss lands “heads.” So does the second. And the third, fourth . . . and so forth, for twelve straight tosses. What are the chances that the next toss will land “heads” ? Most of the students in the class, trained in standard statistics and probability, would nod knowingly and say: 50 percent. But even a child knows the real answer: it’s the coin that is rigged. Pure statistical reasoning cannot tell you the answer to the question—but common sense does. The fact that the coin has landed “heads” twelve times tells you more about its future chances of landing “heads” than any abstract formula. If you fail to use prior information, you will inevitably make foolish judgments about the future. This is the way we intuit the world, Bayes argued. There is no absolute knowledge; there is only conditional knowledge. History repeats itself—and so do statistical patterns. The past is the best guide to the future.

Most disconcerting of all were those experiences in which the patient's consciousness appeared to expand beyond the usual boundaries of the ego and explore what it was like to be other living things and even other objects. For example, Grof had one female patient who suddenly became convinced she had assumed the identity of a female prehistoric reptile. She not only gave a richly detailed description of what it felt like to be encapsuled in such a form, but noted that the portion of the male of the species' anatomy she found most sexually arousing was a patch of colored scales on the side of its head. Although the woman had no prior knowledge of such things, a conversation Grof had with a zoologist later confirmed that in certain species of reptiles, colored areas on the head do indeed play an important role as triggers of sexual arousal. Patients were also able to tap into the consciousness of their relatives and ancestors. One woman experienced what it was like to be her mother at the age of three and accurately described a frightening event that had befallen her mother at the time. The woman also gave a precise description of the house her mother had lived in as well as the white pinafore she had been wearing—all details her mother later confirmed and admitted she had never talked about before. Other patients gave equally accurate descriptions of events that had befallen ancestors who had lived decades and even centuries before. Other experiences included the accessing of racial and collective memories. Individuals of Slavic origin experienced what it was like to participate in the conquests of Genghis Khan's Mongolian hordes, to dance in trance with the Kalahari bushmen, to undergo the initiation rites of the Australian aborigines, and to die as sacrificial victims of the Aztecs. And again the descriptions frequently contained obscure historical facts and a degree of knowledge that was often completely at odds with the patient's education, race, and previous exposure to the subject. For instance, one uneducated patient gave a richly detailed account of the techniques involved in the Egyptian practice of embalming and mummification, including the form and meaning of various amulets and sepulchral boxes, a list of the materials used in the fixing of the mummy cloth, the size and shape of the mummy bandages, and other esoteric facets of Egyptian funeral services. Other individuals tuned into the cultures of the Far East and not only gave impressive descriptions of what it was like to have a Japanese, Chinese, or Tibetan psyche, but also related various Taoist or Buddhist teachings.

A person can be recognized or granted citizenship on a number of bases. Usually citizenship based on circumstances of birth is automatic, but an application may be required. Citizenship by birth (jus sanguinis). Born within a country (jus soli). Some people are automatically citizens of the state in which they are born. Most countries in the Americas grant unconditional jus soli citizenship, while it has been limited or abolished in almost all other countries. Citizenship by marriage (jus matrimonii). Naturalization. States normally grant citizenship to people who have entered the country legally and been granted permit to stay, or been granted political asylum, and also lived there for a specified period. In some countries, naturalization is subject to conditions which may include passing a test demonstrating reasonable knowledge of the language or way of life of the host country, good conduct (no serious criminal record) and moral character (such as drunkenness, or gambling), vowing allegiance to their new state or its ruler and renouncing their prior citizenship. Some states allow dual citizenship and do not require naturalized citizens to formally renounce any other citizenship. Citizenship by investment or Economic Citizenship. Wealthy people invest money in property or businesses, buy government bonds or simply donate cash directly, in exchange for citizenship and a passport.

The moral here is that nature and nurture should not be opposed. Pure learning, in the absence of any innate constraints, simply does not exist. Any learning algorithm contains, in one way or another, a set of assumptions about the domain to be learned. Rather than trying to learn everything from scratch, it is much more effective to rely on prior assumptions that clearly delineate the basic laws of the domain that must be explored, and integrate these laws into the very architecture of the system. The more innate assumptions there are, the faster learning is (provided, of course, that these assumptions are correct!). This is universally true. It would be wrong, for example, to think that the AlphaGo Zero software, which trained itself in Go by playing against itself, started from nothing: its initial representation included, among other things, knowledge of the topography and symmetries of the game, which divided the search space by a factor of eight. Our brain too is molded with assumptions of all kinds. Shortly, we will see that, at birth, babies' brains are already organized and knowledgeable. They know, implicitly, that the world is made of things that move only when pushed, without ever interpenetrating each other (solid objects)—and also that it contains much stranger entities that speak and move by themselves (people). No need to learn these laws: since they are true everywhere humans live, our genome hardwires them into the brain, thus constraining and speeding up learning. Babies do not have to learn everything about the world: their brains are full of innate constraints, and only the specific parameters that vary unpredictably (such as face shape, eye color, tone of voice, and individual tastes of the people around them) remain to be acquired.

From pride, ignorance, or fashion, our foes are almost as many as our readers. And while the abilities of the nine-hundredth abridger of the History of England, or of the man who collects and publishes in a volume some dozen lines of Milton, Pope, and Prior, with a paper from the Spectator, and a chapter from Sterne, are eulogized by a thousand pens—there seems almost a general wish of decrying the capacity and undervaluing the labour of the novelist, and of slighting the performances which have only genius, wit, and taste to recommend them. “I am no novel-reader—I seldom look into novels—Do not imagine that I often read novels—It is really very well for a novel.” Such is the common cant. “And what are you reading, Miss—?” “Oh! It is only a novel!” replies the young lady, while she lays down her book with affected indifference, or momentary shame. “It is only Cecilia, or Camilla, or Belinda”; or, in short, only some work in which the greatest powers of the mind are displayed, in which the most thorough knowledge of human nature, the happiest delineation of its varieties, the liveliest effusions of wit and humour, are conveyed to the world in the best-chosen language. Now, had the same young lady been engaged with a volume of the Spectator, instead of such a work, how proudly would she have produced the book, and told its name; though the chances must be against her being occupied by any part of that voluminous publication, of which either the matter or manner would not disgust a young person of taste: the substance of its papers so often consisting in the statement of improbable circumstances, unnatural characters, and topics of conversation which no longer concern anyone living; and their language, too, frequently so coarse as to give no very favourable idea of the age that could endure it.

These include: 1.Do the Right Thing—the principle of integrity. We see in George Marshall the endless determination to tell the truth and never to curry favor by thought, word, or deed. Every one of General Marshall’s actions was grounded in the highest sense of integrity, honesty, and fair play. 2.Master the Situation—the principle of action. Here we see the classic “know your stuff and take appropriate action” principle of leadership coupled with a determination to drive events and not be driven by them. Marshall knew that given the enormous challenges of World War II followed by the turbulent postwar era, action would be the heart of his remit. And he was right. 3.Serve the Greater Good—the principle of selflessness. In George Marshall we see a leader who always asked himself, “What is the morally correct course of action that does the greatest good for the greatest number?” as opposed to the careerist leader who asks “What’s in it for me?” and shades recommendations in a way that creates self-benefit. 4.Speak Your Mind—the principle of candor. Always happiest when speaking simple truth to power, General and Secretary Marshall never sugarcoated the message to the global leaders he served so well. 5.Lay the Groundwork—the principle of preparation. As is often said at the nation’s service academies, know the six Ps: Prior Preparation Prevents Particularly Poor Performance. 6.Share Knowledge—the principle of learning and teaching. Like Larry Bird on a basketball court, George Marshall made everyone on his team look better by collaborating and sharing information. 7.Choose and Reward the Right People—the principle of fairness. Unbiased, color- and religion-blind, George Marshall simply picked the very best people. 8.Focus on the Big Picture—the principle of vision. Marshall always kept himself at the strategic level, content to delegate to subordinates when necessary. 9.Support the Troops—the principle of caring. Deeply involved in ensuring that the men and women under his command prospered, General and Secretary Marshall taught that if we are loyal down the chain of command, that loyalty will be repaid not only in kind but in operational outcomes as well.

he importance and influence of Charles Darwin’s theory of evolution by natural selection can scarcely be exaggerated. A century after Darwin’s death, the great evolutionary biologist and historian of science, Ernst Mayr, wrote, ‘The worldview formed by any thinking person in the Western world after 1859, when On the Origin of Species was published, was by necessity quite different from a worldview formed prior to 1859… The intellectual revolution generated by Darwin went far beyond the confines of biology, causing the overthrow of some of the most basic beliefs of his age.’1 Adrian Desmond and James Moore, Darwin’s biographers, contend, ‘Darwin is arguably the best known scientist in history. More than any modern thinker—even Freud or Marx—this affable old-world naturalist from the minor Shropshire gentry has transformed the way we see ourselves on the planet.’2 In the words of the philosopher Daniel C. Dennett, ‘Almost no one is indifferent to Darwin, and no one should be. The Darwinian theory is a scientific theory, and a great one, but that is not all it is… Darwin’s dangerous idea cuts much deeper into the fabric of our most fundamental beliefs than many of its sophisticated apologists have yet admitted, even to themselves.’3 Dennett goes on to add, ‘If I were to give an award for the single best idea anyone has ever had, I’d give it to Darwin, ahead of Newton and Einstein and everyone else. In a single stroke, the idea of evolution by natural selection unifies the realm of life, meaning, and purpose with the realm of space and time, cause and effect, mechanism and physical law.’4 The editors of the Cambridge Companion to Darwin begin their introduction by stating, ‘Some scientific thinkers, while not themselves philosophers, make philosophers necessary. Charles Darwin is an obvious case. His conclusions about the history and diversity of life—including the evolutionary origin of humans—have seemed to bear on fundamental questions about being, knowledge, virtue and justice.’5 Among the fundamental questions raised by Darwin’s work, which are still being debated by philosophers (and others) are these: ‘Are we different in kind from other animals? Do our apparently unique capacities for language, reason and morality point to a divine spark within us, or to ancestral animal legacies still in evidence in our simian relatives? What forms of social life are we naturally disposed towards—competitive and selfish forms, or cooperative and altruistic ones?’6 As the editors of the volume point out, virtually the entire corpus of the foundational works of Western philosophy, from Plato and Aristotle to Descartes to Kant to Hegel, has had to be re-examined in the light of Darwin’s work. Darwin continues to be read, discussed, interpreted, used, abused—and misused—to this day. As the philosopher and historian of science, Jean Gayon, puts it, ‘[T]his persistent positioning of new developments in relation to a single, pioneering figure is quite exceptional in the history of modern natural science.

It must be *possible* for the *I think* to accompany all my representations: for otherwise something would be represented within me that could not be thought at all, in other words, the representation would either be impossible, or at least would be nothing to me. That representation which can be given prior to all thought is called *intuition*, and all the manifold of intuition has, therefore, a necessary relation to the *I think* in the same subject in which this manifold of intuition is found. This representation (the *I think*), however, is an act of *spontaneity*, that is, it cannot be considered as belonging to sensibility. I call it *pure apperception*, in order to distinguish it from empirical apperception, as also from original apperception, because it is that self-consciousness which, by producing the representations, *I think* (which must be capable of accompanying all other representations, and which is one and the same in all consciousness), cannot itself be accompanied by any further representations. I also call the unity of apperception the *transcendental* unity of self-consciousness, in order to indicate that *a priori* knowledge can be obtained from it. For the manifold representations given in an intuition would not one and all be *my* representations, if they did not all belong to one self-consciousness. What I mean is that, as my representations (even though I am not conscious of them as that), they must conform to the condition under which alone they *can* stand together in one universal self-consciousness, because otherwise they would not one and all belong to me. From this original combination much can be inferred. The thoroughgoing identity of the apperception of a manifold that is given in intuition contains a synthesis of representations, and is possible only through the consciousness of this synthesis. For the empirical consciousness which accompanies different representations is itself dispersed and without reference to the identity of the subject. Such a reference comes about, not simply through my accompanying every representation with consciousness, but through my *adding* one representation to another and being conscious of the synthesis of them. Only because I am able to combine a manifold of given representations *in one consciousness* is it possible for me to represent to myself the *identity of the consciousness in these representations*, that is, only under the presupposition of some *synthetic* unity of apperception is the *analytic* unity of apperception possible. The thought that the representations given in intuition belong one and all *to me*, is therefore the same as the thought that I unite them in one self-consciousness, or can at least do so; and although that thought itself is not yet the consciousness of the synthesis of representations, it nevertheless presupposes the possibility of this synthesis. In other words, it is only because I am able to comprehend the manifold of representations in one consciousness that I call them one and all *my* representations. For otherwise I should have as many-coloured and varied a self as I have representations of which I am conscious. Synthetic unity of the manifold of intuitions, as given *a priori*, is thus the ground of the identity of apperception itself, which precedes *a priori* all *my* determinate thought. Combination, however, does not lie in the objects, and cannot be borrowed from them by perception and thus first be taken into the understanding. It is, rather, solely an act of the understanding, which itself is nothing but the faculty of combining *a priori* and of bringing the manifold of given representations under the unity of apperception; and the principle of this unity is, in fact, the supreme principle of all human knowledge." —from_Critique of Pure Reason_. Translated, edited, and with an Introduction by Marcus Weigelt, based on the translation by Max Müller, pp. 124-128

In Leibniz we can already find the striking observation that *cogitatur ergo est* is no less evident than *cogito ergo sum*. Naturally, *est* here does not mean existence or reality but being of whatever kind and form, including even ideal being, fictive being, conscious-being [*Bewusst-Sein*], etc. However, we must go even beyond this thesis of Leibniz. The correlate of the act of *cogitatio* is not, as Leibniz said, being simply, but only that type of being we call "objectifiable being." Objectifiable being must be sharply distinguished from the non-objectifiable being of an act, that is, from a kind of entity which possesses its mode of being only in performance [*Vollzug*], namely, in the performance of the act. "Being," in the widest sense of the word, belongs indeed to the being-of-an-act [*Akt-Sein*], to *cogitare*, which does not in turn require another *cogitare*. Similarly, we are only vaguely "aware" of our drives [*Triebleben*] without having them as objects as we do those elements of consciousness which lend themselves to imagery. For this reason the first order of evidence is expressed in the principle, "There is something," or, better, "There is not nothing." Here we understand by the word "nothing" the negative state of affairs of not-being in general rather than "not being something" or "not being actual." A second principle of evidence is that everything which "is" in any sense of the possible kinds of being can be analyzed in terms of its character or essence (not yet separating its contingent characteristics from its genuine essence) and its existence in some mode. With these two principles we are in a position to define precisely the concept of knowledge, a concept which is prior even to that of consciousness. Knowledge is an ultimate, unique, and underivable ontological relationship between two beings. I mean by this that any being A "knows" any being B whenever A participates in the essence or nature of B, without B's suffering any alteration in its nature or essence because of A's participation in it. Such participation is possible both in the case of objectifiable being and in that of active [*akthaften*] being, for instance, when we repeat the performance of the act; or in feelings, when we relive the feelings, etc. The concept of participation is, therefore, wider than that of objective knowledge, that is, knowledge of objectifiable being. The participation which is in question here can never be dissolved into a causal relation, or one of sameness and similarity, or one of sign and signification; it is an ultimate and essential relation of a peculiar type. We say further of B that, when A participates in B and B belongs to the order of objectifiable being, B becomes an "objective being" ["*Gegenstand"-sein*]. Confusing the being of an object [*Sein des Gegenstandes*] with the fact that an entity is an object [*Gegenstandssein eines Seienden*] is one of the fundamental errors of idealism. On the contrary, the being of B, in the sense of a mode of reality, never enters into the knowledge-relation. The being of B can never stand to the real bearer of knowledge in any but a causal relation. The *ens reale* remains, therefore, outside of every possible knowledge-relation, not only the human but also the divine, if such exists. Both the concept of the "intentional act" and that of the "subject" of this act, an "I" which performs acts, are logically posterior. The intentional act is to be defined as the process of becoming [*Werdesein*] in A through which A participates in the nature or essence of B, or that through which this participation is produced. To this extent the Scholastics were right to begin with the distinction between an *ens intentionale* and an *ens reale*, and then, on the basis of this distinction, to distinguish between an intentional act and a real relation between the knower and the being of the thing known." ―from_Idealism and Realism_

[On Socrates] My decision to prove reincarnation to the sophomoric cavemen of Athens, quite possibly, was the best decision I made for both myself and humanity. Another dominant behavioral trait is displayed by my efforts to perform selfish acts selflessly, which is significantly unique because the majority of people perform selfless acts selfishly. In the former modus operandi the virtue is preserved through the honesty of being selfish, but in the latter the virtue is corrupted by the dishonesty since the intent is disguised to appear virtuous. Therefore, people are the most evil when performing selfish acts selfishly, and would therefore be the most benevolent when performing selfless acts selflessly. To performs acts selfishly for the mere sake of acting, is irresponsible and destructive and to perform acts selflessly for the sake of acting, is reckless and self-destructive. The interesting dynamic of this newest revelation is how Aristotle knew, innately, to seek out Plato upon his father's death. Once Socrates reunited with Plato, as Aristotle, they proved metaphysics; except the trial of Socrates was so traumatizing they made the decision not to make it known. Instead they channeled the knowledge constructively ("selfishly"- because self-preservation is ultimately selfish) which was done selflessly by cultivating it through education. They were so successful, that the King of Macedonia (my father's previous employer) made a formal request ordering me to tutor his son, Alexander. That's interesting because I have memory of Alexander the Great. He was a passionate boy with incredible sex drive that was equal to that of a honey badger's virulence. He allowed his power to intoxicate him and I was the only one he trusted, and when I made the attempt to slow him down by reminding of of the all powerful mighty God, something happened that caused his death and some Athenian imbecile (probably out of guilt) tried to hang me up on a cross for being a traitor. I got the hell of out doge like a bat of hell the minute that fool said something about me not "honoring" the "gods" - I may have even said something to the effect of 'I am God.' Although, the quote that did survive was when I refused to allow Athens to commit the same crime twice prior to fleeing the city to seek sanctuary at a family's estate.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Certainly, some reading material merits a quick read, but habitual skimming is for the mind what a steady diet of fast food is for the body. Speed-reading is not only inferior to deep reading but may bring more harm that benefits: one critic cautions taht reading fast is simply a 'way of fooling yourself into thinking you're learning something.' When you read quickly, you aren't thinking critically or making connections. Worse yet, 'speed-reading gives you two things that should never mix: superficial knowledge and overconfidence.

This innovation is a substantial breakthrough in the field of sales, because equipped with this knowledge you will be able to judge the effectiveness of any sales process by analyzing how it guides buyers through their mental journey and into a positive buying decision. This will eliminate the need to try out a sales process to see if it works. From now on you will know if it will help you sell more—prior to engaging in it—since you will have an objective, evidence-based standard to compare it to. But now it is time to learn how to sell via the central route by learning the mental steps that comprise a positive buying decision.

1. Human beings meet their needs by using the resources in their environment. 2. Human beings have a limited knowledge of their environment. 3. Human beings have the ability to learn and remember so their knowledge of their environment increases over time. 4. As human knowledge of the environment increases, new ways of meeting human needs become available. 5. If the news ways of meeting human needs are better than the old ways of meeting human needs they will be adopted and the old ways discarded. 6. The adoption of new ways of meeting human needs constitutes social and cultural change in itself, but also leads to further social and cultural change. 7. The order of discovery of new means of meeting human needs follows a particular path from that which is most easily discovered to that which is more difficult to discover. Many discoveries require prior discoveries before the discovery can take place. This means there is a necessary order in the discoveries that constitute and cause social and cultural change. 8. The particular order in the discoveries, means social and cultural change occurs in a particular order, so that the sequence of social and cultural change is inevitable and is rationally understandable. All of the above statements appear to be obviously correct. If they are then the study of social and cultural history can be considered to be a science in the same way as biological evolution is considered to be a science. Social and cultural change derived from increasing human knowledge is not random and so can be scientifically understood. We can not predict the future of social and cultural change as we do not know what future discoveries we will make. This is analogous to biological evolution where changes in living species are unpredictable as we do not know what changes will occur in the environment of those species. However biological evolution does make changes in living species rationally understandable, just as an analysis of the order of discovery of the human environment makes social and cultural change rationally understandable.

Ever increasing human knowledge is the ultimate cause of the development of human societies from hunter gathering to agrarian to industrial societies. However as human societies change from one form to another, there are substantial changes in the social and cultural institutions of those societies. The different types of societies tend to develop with different population structures, class systems, belief systems, government and legal systems, and different types of economies. The changes to these social and cultural systems are dependent on the prior changes to technological systems and so occur in a particular order as the technological changes occur in a particular order.

In startups the emphasis is on “get it done, and get it done fast.” So it’s natural that heads of Sales and Marketing believe they are hired for what they know, not what they can learn. They assume their prior experience is relevant in this new venture. They assume they understand the customer problem and therefore the product that needs to be built and sold. Therefore they need to put that knowledge to work and execute the product development, sales and marketing processes and programs that have worked for them before. This is usually a faulty assumption. Before we can build and sell a product, we have to answer some very basic questions: What are the problems our product solves? Do customers perceive these problems as important or “must-have”? If we’re selling to businesses, who in a company has a problem our product could solve? If we are selling to consumers how do we reach them? How big is this problem? Who do we make the first sales call on? Who else has to approve the purchase? How many customers do we need to be profitable? What’s the average order size?

The Self is not an attribute of consciousness because it is consciousness itself. The Self is not the body, the ego, or the soul, nor is it a series of mental states or a logical postulate. What is it, then? It is impossible to describe or define it. It does not have qualities or parts or attributes. The Self is not established by proofs of its existence it is prior to all proof. It is not possible to deny the existence of the Self because it is the very essence of him who doubts or denies it. It cannot be grasped by thought; it has. to be grasped whole with the whole being. The most important property of the Self is that it is directly revealed, or if, owing to the inadequacy of language, we may use the word in a double meaning, it is self-revealing; and its immediate revelation is the source of its certitude. But owing to avidya, there arises a confusion when we search for it. ‘The Self, which is ever with us, appears, owing to ignorance, as if it were unattainable; but when that ignorance is removed by knowledge, the Self is attained.

We tend to teach comprehension as a series of “reading strategies” that can be practiced and mastered. Unfortunately it really doesn’t work that way. The mainspring of comprehension is prior knowledge—the stuff readers already know that enables them to create understanding as they read. Prior

Prior knowledge is vital to comprehension because writers omit information.

Roles appear as soon as a common stock of knowledge containing reciprocal typifications of conduct is in process of formation, a process that, as we have seen, is endemic to social interaction and prior to institutionalization proper. The question as to which roles become institutionalized is identical with the question as to which areas of conduct are affected by institutionalization, and may be answered the same way. All institutionalized conduct involves roles. Thus roles share in the controlling character of institutionalization. As soon as actors are typified as role performers, their conduct is ipso facto susceptible to enforcement. Compliance and non-compliance with socially defined role standards ceases to be optional, though, of course, the severity of sanctions may vary from case to case. The roles represent the institutional order.38 This representation takes place on two levels. First, performance of the role represents itself. For instance, to engage in judging is to represent the role of judge. The judging individual is not acting “on his own,” but qua judge. Second, the role represents an entire institutional nexus of conduct.

We must reject entirely the frequently encountered assertion that consciousness is a "primal fact," that one ought not speak of an "origin" of consciousness. The very same laws and motives in accordance with which we think of consciousness' raising itself from one level of reflection to the next will apply when we think of consciousness itself originating out of a preconscious, partly subconscious, partly supraconscious condition of the being of the contents of knowledge. (And the motive is always suffering of some sort, suffering, as we shall see, at the hands of the real being [*Realsein*] which is ecstatically given prior to all consciousness.) Only a very definite historical stage of overreflective bourgeois civilization could make the fact of consciousness the starting point of all theoretical philosophy, without characterizing more exactly the mode of being of this consciousness." ―from_Idealism and Realism_

What is gained by the transcendence of the object is the identifiability of the object in a plurality of acts and the identifiability of what is thought by several individuals. This identifiability is not restricted to ideal objects, which are generated according to a definite operational law and are therefore producible by everyone out of the same material of intuition which is given prior to any particular sense-experience. The identifiability obtains in precisely the same way for objects of myth and folklore, of belief and artistic fantasy. Goethe’s Faust, Apollo, and Little Red Riding Hood can be identified by several individuals and are the objects of common, universally valid statements. Indeed, exact identity of the nature of the object in question and evidential knowledge of this identity can occur *only* in the case of ideal objects. Our certainty that we all think the same number 3 in the strictest identity of its nature is much more evident than that we all think the same real object, a tree, for instance. In the case of real objects we can actually prove that it is impossible for the momentary content in which the object is represented and thought to be exactly the same in a plurality of acts and for many individuals. The only other contribution made by the fact of the consciousness of transcendence, so long overlooked in recent philosophy, to the problem of reality is this: the acts in which this consciousness is present can bring the givenness of reality, of which we shall speak later, into “objective” form, and can therefore elevate that which is given in this way as real to the status of a real “object.” But with this, the contribution of the consciousness of transcendence to the problem of reality is at an end. Although N. Hartmann made the same point with respect to Paul Linke’s otherwise shrewd and pertinent comments on his doctrine of reality, still we should emphasize that the transcendence of the object does not *exclude* the reality of the object, not even of the *same* object in the strict sense of “same.” ―from_Idealism and Realism_

Science and philosophy have for centuries been sustained by unquestioning faith in perception. Perception opens a window on to things. This means that it is directed, quasi-teleologically, towards a *truth in itself* in which the reason underlying all appearances is to be found. The tacit thesis of perception is that at every instant experience can be co-ordinated with that of the previous instant and that of the following, and my perspective with that of other consciousnesses—that all contradictions can be removed, that monadic and intersubjective experience is one unbroken text—that what is now indeterminate for me could become determinate for a more complete knowledge, which is as it were realized in advance in the thing, or rather which is the thing itself. Science has first been merely the sequel or amplification of the process which constitutes perceived things. Just as the thing is the invariant of all sensory fields and of all individual perceptual fields, so the scientific concept is the means of fixing and objectifying phenomena. Science defined a theoretical state of bodies not subject to the action of any force, and *ipso facto* defined force, reconstituting with the aid of these ideal components the processes actually observed. It established statistically the chemical properties of pure bodies, deducing from these those of empirical bodies, and seeming thus to hold the plan of creation or in any case to have found a reason immanent in the world. The notion of geometrical space, indifferent to its contents, that of pure movement which does not by itself affect the properties of the object, provided phenomena with a setting of inert existence in which each event could be related to physical conditions responsible for the changes occurring, and therefore contributed to this freezing of being which appeared to be the task of physics. In thus developing the concept of the thing, scientific knowledge was not aware that it was working on a presupposition. Precisely because perception, in its vital implications and prior to any theoretical thought, is presented as perception of a being, it was not considered necessary for reflection to undertake a genealogy of being, and it was therefore confined to seeking the conditions which make being possible. Even if one took account of the transformations of determinant consciousness, even if it were conceded that the constitution of the object is never completed, there was nothing to add to what science said of it; the natural object remained an ideal unity for us and, in the famous words of Lachelier, a network of general properties. It was no use denying any ontological value to the principles of science and leaving them with only a methodical value, for this reservation made no essential change as far as philosophy was concerned, since the sole conceivable being remained defined by scientific method. The living body, under these circumstances, could not escape the determinations which alone made the object into an object and without which it would have had no place in the system of experience. The value predicates which the reflecting judgment confers upon it had to be sustained, in being, by a foundation of physico-chemical properties. In ordinary experience we find a fittingness and a meaningful relationship between the gesture, the smile and the tone of a speaker. But this reciprocal relationship of expression which presents the human body as the outward manifestation of a certain manner of being-in-the-world, had, for mechanistic physiology, to be resolved into a series of causal relations.” —from_Phenomenology of Perception_. Translated by Colin Smith, pp. 62-64 —Artwork by Cristian Boian

Your soldiers read your order to us when we were arrested. You ordered me into your custody for interrogation. So . . . here I am.” “Yes, here you are,” he agrees. “It has been reported that you had some prior knowledge that there would be an Alameeda attack last night.” “I knew they were coming,

Research affirms that, where teachers become familiar with children’s interests and life experiences, they can use interactive instruction to build on students’ prior knowledge to engage them in higher-level thinking and comprehension.

[…] she taken turpentine and she taken too much, I guess, and she died. She bled to death and died”. She was not alone. Prior to the 1974 Roe v. Wade U.S. Supreme Court decision that a woman’s right to personal privacy gave her the right to decide whether or not to have an abortion, large numbers of women who died from illegal abortions were Black. In New York, for example, during the several years preceding the decriminalization of abortions, 80 percent of the women who died from illegal abortions were Black or Puerto Rican.

The voyage of the Beagle, four years and nine months long, was a pivotal experience, enabling Darwin to develop his scientific work.k The months in port prior to the launch of the Beagle were, as Darwin would write in his old age, “the most miserable which I ever spent”—and that’s saying something, given the terrible physical suffering he would later endure. “I was out of spirits at the thought of leaving all my family and friends for so long a time, and the weather seemed to me inexpressibly gloomy,” he recalled. “I was also troubled with palpitations and pain about the heart, and like many a young ignorant man, especially one with a smattering of medical knowledge, was convinced I had heart disease.” He also suffered from faintness and tingling in his fingers. These are all symptoms of anxiety—and in particular of the hyperventilation associated with panic disorder.

Practice Guideline 5 Assign comparison practice exercises to build relevant prior knowledge, to correct flawed or incomplete mental models, or to reflect on decisions made in a training scenario.

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Section 13-2921 - Harassment; classification; definition A. A person commits harassment if, with intent to harass or with knowledge that the person is harassing another person, the person: 1. Anonymously or otherwise contacts, communicates or causes a communication with another person by verbal, electronic, mechanical, telegraphic, telephonic or written means in a manner that harasses. 2. Continues to follow another person in or about a public place for no legitimate purpose after being asked to desist. 3. Repeatedly commits an act or acts that harass another person. 4. Surveils or causes another person to surveil a person for no legitimate purpose. 5. On more than one occasion makes a false report to a law enforcement, credit or social service agency. 6. Interferes with the delivery of any public or regulated utility to a person. B. A person commits harassment against a public officer or employee if the person, with intent to harass, files a nonconsensual lien against any public officer or employee that is not accompanied by an order or a judgment from a court of competent jurisdiction authorizing the filing of the lien or is not issued by a governmental entity or political subdivision or agency pursuant to its statutory authority, a validly licensed utility or water delivery company, a mechanics' lien claimant or an entity created under covenants, conditions, restrictions or declarations affecting real property. C. Harassment under subsection A is a class 1 misdemeanor. Harassment under subsection B is a class 5 felony. D. This section does not apply to an otherwise lawful demonstration, assembly or picketing. E. For the purposes of this section, "harassment" means conduct that is directed at a specific person and that would cause a reasonable person to be seriously alarmed, annoyed or harassed and the conduct in fact seriously alarms, annoys or harasses the person. A.R.S. § 13-2921 Section 13-2921.01 - Aggravated harassment; classification; definition A. A person commits aggravated harassment if the person commits harassment as provided in section 13-2921 and any of the following applies: 1. A court has issued an order of protection or an injunction against harassment against the person and in favor of the victim of harassment and the order or injunction has been served and is still valid. 2. The person has previously been convicted of an offense included in section 13-3601. B. The victim of any previous offense shall be the same as in the present offense. C. A person who violates subsection A, paragraph 1 of this section is guilty of a class 6 felony. A person who commits a second or subsequent violation of subsection A, paragraph 1 of this section is guilty of a class 5 felony. A person who violates subsection A, paragraph 2 of this section is guilty of a class 5 felony. D. For the purposes of this section, "convicted" means a person who was convicted of an offense included in section 13-3601 or who was adjudicated delinquent for conduct that would constitute a historical prior felony conviction if the juvenile had been tried as an adult for an offense included in section 13-3601. A.R.S. § 13-2921.01

To overcome the combinatorial explosion, one needs algorithms that exploit structure in the target domain and take advantage of prior knowledge by using heuristic search, planning, and flexible abstract representations—capabilities that were poorly developed in the early AI systems.

Naturalism in this sense [naturalized epistemology] is just 'the recognition that it is within science itself and not some prior philosophy, that reality is to be identified and described.' Quine's naturalized epistemology shunned what he called 'first philosophy', any attempt to justify the deliverances of the sciences. There should be no attempt to ground the natural sciences; rather this is where we begin our philosophizing...the marooned philosopher has no other resources than the deliverances of the natural sciences at his disposal. Even if we allow that science needs no external justification for its being a source of knowledge, there is nothing in science itself that warrants the sweeping claim that there are no extra-scientific basic sources of knowledge as moral, aesthetic, religious, and metaphysical knowledge. But then Naturalism's restrictive epistemological stance is either justified extra-scientifically, which makes naturalism self-defeating, or else simply unjustified...As a set of methodological dispositions (or as a research program), Naturalism is not a philosophical thesis at all and is therefore neither true nor false. Since it makes no claims, it requires no justification. But then neither can it assert its superiority to some other inquirer's non-naturalistic set of methodological dispositions which treats as basic sources of evidence not only the deliverances of science but, for example, rational intuition or divine revelation.

Naturalism in this sense [naturalized epistemology] is just 'the recognition that it is within science itself and not some prior philosophy, that reality is to be identified and described. Quine's naturalized epistemology shunned what he called 'first philosophy', any attempt to justify the deliverances of the sciences. There should be no attempt to ground the natural sciences; rather this is where we begin our philosophizing...the marooned philosopher has no other resources than the deliverances of the natural sciences at his disposal. Even if we allow that science needs no external justification for its being a source of knowledge, there is nothing in science itself that warrants the sweeping claim that there are no extra-scientific basic sources of knowledge as moral, aesthetic, religious, and metaphysical knowledge. But then Naturalism's restrictive epistemological stance is either justified extra-scientifically, which makes naturalism self-defeating, or else simply unjustified...As a set of methodological dispositions (or as a research program), Naturalism is not a philosophical thesis at all and is therefore neither true nor false. Since it makes no claims, it requires no justification. But then neither can it assert its superiority to some other inquirer's non-naturalistic set of methodological dispositions which treats as basic sources of evidence not only the deliverances of science but, for example, rational intuition or divine revelation.