A Quote by Jill Ker Conway
William Armstrong is a great teacher. He speaks truthfullyabout the discipline required for learning, and about the pleasures oforder and system in acquiring knowledge. Any reader, of any age, will enjoythis book.
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Knowledge about yourself binds, weighs, ties you down; there is no freedom to move, and you act and move within the limits of thatknowledge. Learning about yourself is never the same as accumulating knowledge about yourself. Learning is active present and knowledge is the past; if you are learning to accumulate, it ceases to be learning; knowledge is static, more can be added to it or taken away from it, but learning is active, nothing can be added or taken away from it for there is no accumulation at any time.
There is first the problem of acquiring content, which is learning. There is another problem of acquiring learning skills, which is not merely learning, but learning to learn, not velocity, but acceleration. Learning to learn is one of the great inventions of living things. It is tremendously important. It makes evolution, biological as well as social, go faster. And it involves the development of the individual.
We live in an age of knowledge, with the great god Google, that we can refer to at any time on any subject.
Any day we wish we can discipline ourselves to change it all. Any day we wish; we can open the book that will open our mind to new knowledge. Any day we wish; we can start a new activity. Any day we wish; we can start the process of life change. We can do it immediately, or next week, or next month, or next year.
Instead of being the 'font of all knowledge,' teachers are required to be effective facilitators of student learning both within and outside the classroom at any time.
India is a little different from the developed world because discipline of any kind is alien to us. Along with the right to spit in public, we will resist all attempts to discipline our driving. As pedestrians, we will cross any road at will, and as cops, we will view traffic offences as business opportunities.
Discipline will only teach the techniques - a great teacher gives discipline, motivation and love
If my novel gets any attention in Bulgaria, it will be as a scandal: a book about a teacher at a famous school and his relationship with a prostitute. I doubt very much it will be evaluated on its merits as literature. If Bulgarian were the book's only language, that would be painful and limiting to me as a writer. Since my book also exists in English - where it isn't scandalous at all - I feel comfortable with the possibility of scandal.
Those with engineering skills will build tomorrow's genius computers. But those with the ability to create knowledge of any kind will be the ones who are best able to extract great value from them. The way to create value in the age of genius machines will be to compile and disseminate knowledge that other people will find useful.
There is one unmistakable lesson in American history; a community that allows a large number of young men to grow up in broken families, dominated by women, never acquiring any stable relationship to male authority, never acquiring any set of rational expectations about the future - that community asks for and gets chaos.
One need not be eminent in any part of profound knowledge in order to understand it and to apply it. The various segments of the system of profound knowledge cannot be separated. They interact with each other. For example knowledge about psychology is incomplete without knowledge of variation.
My husband, William Sutcliffe, the writer, is my first reader and in many ways my most important. That initial reading of the manuscript is crucial and irreplaceable and you want them to approach it as someone in a bookshop might, not knowing much about it. So I've got into this pattern of not telling Will anything about the book I'm working on. He often knows nothing about the book I'm working on at all until I give him the whole manuscript and ask him to read it. The book I'm working on at the moment he knows nothing about. No one does.
When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.
I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately.
The Author of nature has not given laws to the universe, which, like the institutions of men, carry in themselves the elements of their own destruction; he has not permitted in his works any symptom of infancy or of old age, or any sign by which we may estimate either their future or their past duration. He may put an end, as he no doubt gave a beginning, to the present system at some determinate period of time; but we may rest assured, that this great catastrophe will not be brought about by the laws now existing, and that it is not indicated by any thing which we perceive.
But I am not sure it would contain any short stories. For the short story is a minor art, and it must content itself with moving, exciting and amusing the reader. ...I do not think that there is any (short story) that will give the reader that thrill, that rapture, that fruitful energy which great art can produce.
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