A Quote by Kenneth Arrow
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.
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Despite popular theories, I believe people fall in love based not on good looks or fate but on knowledge. Either they are amazed by something a beloved knows that they themselves do not know; or they discover a common rare knowledge; or they can supply knowledge to someone who's lacking. Hasn't everyone found a strange ignorance in someone beguiling? . . .Nowadays, trendy librarians, wanting to be important, say, Knowledge is power. I know better. Knowledge is love.
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.
Teachers have told us across the country that what's severely outdated is the teacher at the front of the classroom as the font of knowledge, because as we know, access to knowledge and information is now ubiquitous. So instead, teachers want to help students learn how to think so that they can be lifelong learners.
The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.
I suppose I was lucky enough to be educated at a time when teachers still thought children could handle knowledge. They trusted us. Then there came a time when they decided that because not every kid in the class could understand or remember those things they wouldn't teach them anymore because it wasn't fair on the less good ones. So they withheld knowledge. Then I suppose the next lot of teachers didn't have the knowledge to withhold.
It's very important to distinguish between what most people in the West think about knowledge, and what the Indian concept of knowledge is. In the West the knowledge is something that is tangible, is material, it is something that can be transferred easily, can be bought and sold; or as in India real knowledge is something that is a living being - is a Vidya.
It is not the amount of knowledge that makes a brain. It is not even the distribution of knowledge. It is the interconnectedness.
The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.
We have heard of a Society for the Diffusion of Useful Knowledge. It is said that knowledge is power, and the like. Methinks there is equal need of a Society for the Diffusion of Useful Ignorance, what we will call Beautiful Knowledge, a knowledge useful in a higher sense: for what is most of our boasted so-called knowledge but a conceit that we know something, which robs us of the advantage of our actual ignorance? What we call knowledge is often our positive ignorance; ignorance our negative knowledge.
Knowledge-full, unfettered knowledge of its own heritage, of freedom's enemies, of the whole world of men and ideas-this knowledge is a free people's surest strength.
Many Karate teachers teach a watered down style - no hip action and no depth of punching - so it is easy to say that these teachers have no depth to their knowledge. You are what your teacher is, and if he knows a lot, you should be able to demonstrate this knowledge.
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
And if there be any addition to knowledge, it is rather a new knowledge than a greater knowledge; rather a singularity in a desire of proposing something that was not knownat all beforethananimproving, anadvancing, a multiplying of former inceptions; and by that means, no knowledge comes to be perfect.
One cannot come back too often to the question what is knowledge and to the answer knowledge is what one knows.... Knowledge is the thing you know and how can you know more than you do know.
If you think that you are bound, you remain bound; you make your own bondage. If you know that you are free, you are free this moment. This is knowledge, knowledge of freedom. Freedom is the goal of all nature.
Those who are not capable of sinning are said that they have attained freedom. The knowledge of the Truth raises them even more. This makes them both free and above this world. But only Love creates. He who became free thanks to knowledge, because of Love remains a slave of those who have not managed to attain the Freedom of knowledge yet. He brings the knowledge to them and this develops the latter because it calls them to the Freedom. Love takes nothing: how can it take something? Everything belongs to it. It does not say, "This is mine! And this is mine!" But it says: "This is yours!"
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