A Quote by James Gleick

It is not the amount of knowledge that makes a brain. It is not even the distribution of knowledge. It is the interconnectedness. — © James Gleick
It is not the amount of knowledge that makes a brain. It is not even the distribution of knowledge. It is the interconnectedness.
Knowledge is a burden if it robs you of innocence. Knowledge is a burden if it is not integrated into life. Knowledge is a burden if it doesn't bring joy. Knowledge is a burden if it gives you an idea that you are wise. Knowledge is a burden if it doesn't set you free. Knowledge is a burden if it makes you feel you are special.
So the problem in the West is that, especially in places like the USA, a person will obtain this much knowledge and immediately think that they have a large amount of knowledge. And then start to act on the basis of what they think, they posses. Instead of having this much knowledge and realizing that in fact this is only this much knowledge and the amount of where you can go there is where you came is much bigger than where you've already gotten.
Knowledge is a free good. The biggest cost in its transmission is not in the production or distribution of knowledge, but in its assimilation. This is something that all teachers know.
Knowledge is going to make you stronger. Knowledge is going to let you control your life. Knowledge is going to give you the wisdom to teach their children. Knowledge is the thing that makes you smile in the face of disaster.
First, my people must be taught the knowledge of self. Then and only then will they be able to under-stand others and that which surrounds them. Anyone who does not have a knowledge of self is considered a victim of either amnesia or unconsciousness and is not very competent. The lack of knowledge of self is a prevailing condition among my people here in America. Gaining the knowledge of self makes us unite into a great unity. Knowledge of self makes you take on the great virtue of learning.
Few if any seemed to have grasped the Principle of Reality; new knowledge leads always to yet more awesome mysteries. Greater physiological knowledge of the brain makes the existence of the soul less possible yet more probable by the nature of the search.
A scholar's business is to add to what is known. That is all. But it is capable of giving the very greatest satisfaction, because knowledge is good. It does not have to look good or even sound good or even do good. It is good just by being knowledge. And the only thing that makes it knowledge is that it is true. You can't have too much of it and there is no little too little to be worth having. There is truth and falsehood in a comma.
Even those who have desired to work out a completely positive philosophy have been philosophers only to the extent that, at the same time, they have refused the right to install themselves in absolute knowledge. They taught not this knowledge, but its becoming in us, not the absolute but, at most, our absolute relation to it, as Kierkegaard said. What makes a philosopher is the movement which leads back without ceasing from knowledge to ignorance, from ignorance to knowledge, and a kind of rest in this movement.
I grew up in Oregon so I grew up around reservations, so I've always kind of had this knowledge. Not a tremendous amount of knowledge, but an outsider's knowledge of what reservation life was like.
The fate of the physiology of the brain is independent of the truth and falsity of my assertions relative to the laws of the organization of the nervous system, in general, and of the brain in particular, just as the knowledge of the functions of a sense is independent of the knowledge of the structure of its apparatus.
I am mainly concerned with unqualified knowledge, by contrast with the varieties of expert knowledge: scientific knowledge of various sorts, legal knowledge, medically expert knowledge, and so on.
We profess to teach the principles and practice of medicine, or, in other words, the science and art of medicine. Science is knowledge reduced to principles; art is knowledge reduced to practice. The knowing and doing, however, are distinct. ... Your knowledge, therefore, is useless unless you cultivate the art of healing. Unfortunately, the scientific man very often has the least amount of art, and he is totally unsuccessful in practice; and, on the other hand, there may be much art based on an infinitesimal amount of knowledge, and yet it is sufficient to make its cultivator eminent.
Most people in AI, particularly the younger ones, now believe that if you want a system that has a lot of knowledge in, like an amount of knowledge that would take millions of bits to quantify, the only way to get a good system with all that knowledge in it is to make it learn it. You are not going to be able to put it in by hand.
No amount of knowledge will nourish or sustain your spirit, it can never bring you ulimate happiness or peace. Life requires more that knowledge; it requires intense feeling and constant energy. Life demands right action if knowledge is to come alive.
The word "mathematics" is a Greek word and, by origin, it means "something that has been learned or understood," or perhaps "acquired knowledge," or perhaps even, somewhat against grammar, "acquirable knowledge," that is, "learnable knowledge," that is, "knowledge acquirable by learning."
When speaking of a "body of knowledge" or of "the results of research," e.g., we tacitly assign the same cognitive status to inherited knowledge and to independently acquired knowledge. To counteract this tendency a special effort is required to transform inherited knowledge into genuine knowledge by revitalizing its original discovery, and to discriminate between the genuine and the spurious elements of what claims to be inherited knowledge.
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