A Quote by Mary Wollstonecraft Shelley
My father was not scientific, and I was left to struggle with a child's blindness, added to a student's thirst for knowledge.
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If the world kept a journal, many of the entries would be conversations concerning the advancement of scientific knowledge and its importance to humanity. I offer the following conversation as an added entry: "And what is as important as knowledge?" asked the mind. "Caring," answered the heart.
The child in me could not die as it should have died, because according too legends it must find its father again. The old legends knew, perhaps, that in absence the father becomes glorified, deified, eroticized, and this outrage against God the Father has to be atoned for. The human father has to be confronted and recognized as human, as man who created a child and then, by his absence, left the child fatherless and then Godless.
There are no a priori obstacles to the scientific knowledge of the mind, but the scientific knowledge of the mind is not all the knowledge of the mind that there is. This is not an objection to science, it is just a distinction between different kinds of knowledge.
School can become a temple of learning only when the student, the guardian, and the society, in harmony, endeavor to make it a place of pursuit for education, a sadhana; where the spring of punctuality, sanctity and thirst for knowledge flows.
My father ain't in Europe; my father's in a better place than Europe." Winterbourne imagined for a moment that this was the manner in which the child had been taught to intimate that Mr. Miller had been removed to the sphere of celestial reward. But Randolph immediately added, "My father's in Schenectady.
The real difference between a man's scientific judgments about himself and the judgment of others about him is he has added sources of knowledge.
This is not to say that becoming a father automatically makes you a good father. Fatherhood, like marriage, is a constant struggle against your limitations and self-interests. But the urge to be a perfect father is there, because your child is a perfect gift.
The disobedient child is continuously condemned. The obedient child is, on the other hand, continuously praised. But have you heard of any obedient child having become world-famous in any dimension of creativity? Have you heard of any obedient child who has attained the Nobel prize for anything - literature, peace, science? The obedient child becomes just the common crowd. All that is added to existence is added by the disobedient.
I had a student some years ago whose father had worked on the Manhattan Project. I had a student who had to escape this very intense, born-again fundamentalist Christian background that was very much like a cult and of course they struggle to get to Naropa. And they have cut themselves off. They don't look back.
I was a child with an insatiable thirst for knowledge and remember enjoying all of my courses almost equally. When it came time at the end of my high school career to choose a major in which to specialize, I was in a quandary.
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.
The fact that these scientific theories have a fine track record of successful prediction and explanation speaks for itself. (Which is not to say that I don't directly discuss the work of those philosophers who would disagree.) But even if we grant this, many will argue that scientific knowledge in humans, and, indeed, reflective knowledge in general, is quite different in kind from the knowledge we see in other animals.
The old scientific ideal of episteme - of absolutely certain, demonstrable knowledge - has proved to be an idol. The demand for scientific objectivity makes it inevitable that every scientific statement must remain tentative for ever.
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.
In the case of some people, not even if we had the most accurate scientific knowledge, would it be easy to persuade them were we to address them through the medium of that knowledge; for a scientific discourse, it is the privilege of education to appreciate, and it is impossible that this should extend to the multitude.
On the question of the world as a whole, science founders. For scientific knowledge the world lies in fragments, the more so the more precise our scientific knowledge becomes.
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