Willingness To Share Knowledge Quotes

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I like to remind people that creativity also isn't a spark; it's a slog. Every artist, inventor, designer, writer, or other creative in the world will talk about his work being an iterative experience. He'll start with one idea, shape it, move it, combine it, break it, begin anew, discover something within himself, see a new vision, go at it again, test it, share it, fix it, break it, hone it, hone it, hone it, hone it. This might sound like common sense, but it's not common practice, and that's why so many people are terribly uncreative - they're not willing to do the work required to create something that's beautiful, useful, desirable, celebrated. No masterpiece was shaped or written in a day. It's a long slog to get something right. This knowledge and willingness to iterate is what makes the world's most creative people so creative (and successful).
Brendon Burchard (The Charge: Activating the 10 Human Drives That Make You Feel Alive)
What I have described as the liberal position shares with conservatism a distrust of reason to the extent that the liberal is very much aware that we do not know all the answers and that he is not sure that the answers he has are certainly the rights ones or even that we can find all the answers. He also does not disdain to seek assistance from whatever non-rational institutions or habits have proved their worth. The liberal differs from the conservative in his willingness to face this ignorance and to admit how little we know, without claiming the authority of supernatural forces of knowledge where his reason fails him. It has to be admitted that in some respects the liberal is fundamentally a skeptic - but it seems to require a certain degree of diffidence to let others seek their happiness in their own fashion and to adhere consistently to that tolerance which is an essential characteristic of liberalism.
Friedrich A. Hayek (Why I am Not a Conservative)
The values and assumptions of that household I took in without knowing when or how it happened, and I have them to this day: The pleasure in sharing pleasure. The belief that is is only proper to help lame dogs to get over stiles and young men to put one foot on the bottom rung of the ladder. An impatient disregard for small sums of money. The belief that it is a sin against Nature to put sugar in one's tea. The preference for being home over being anywhere else. The belief that generous impulses should be acted on, whether you can afford to do this or not. The trust in premonitions and the knowledge of what is in wrapped packages. The willingness to go to any amount of trouble to make yourself comfortable. The tendency to take refuge in absolutes. The belief that you don't have to apologize for tears; that consoling words should never be withheld; that what somebody wants very much they should, if possible, have.
William Maxwell (ANCESTORS: A Family History (Nonpareil Books))
Self-disclosure research confirms the notion that people tend to mete out the personal details of their lives at a rate that closely matches their partner's willingness to share intimate information. That's reciprocity. Reciprocal vulnerability is especially important in the early stages of a relationships. [...] When knowledge of each other is minimal, we're careful not to let the other person one-up us by being the exclusive holder of potentially embarassing information. But when we already know some of the ups and downs of a person's life, an even flow of information seems less crucial. [Axiom 5, Reciprocity - An Axiomatic Theory: Certainty about Uncertainty]
Em Griffin (A First Look at Communication Theory)
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ST221
The mentor who shares her love for learning and willingness to submit to the labor that is the process of acquiring mastery, will communicate the value of persevering through difficulties and trusting that ignorance and confusion must ultimately give way to knowledge and understanding. In fact, education is very simple. Teachers set the example by reading, pondering, writing, and discussing the classics, sharing their loves, interests and ideas with students. Students get inspired, go to work, find the study difficult, and go back to the teacher for encouragement. When they get it, they return to the difficult process of learning. Learning is difficult, but the process is not complex.
Oliver DeMille (A Thomas Jefferson Education: Teaching a Generation of Leaders for the Twenty-First Century)