A Quote by Moses Finley
Knowledge for its own sake was meaningless, its mere accumulation a waste of time. Knowledge must lead to understanding.
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While we can learn or study techniques for almost anything we might want to accomplish, real understanding is not the mere accumulation of knowledge. Understanding cannot be realized by listening or reading about the realization of others. It must be achieved firsthand via substantive, direct perception in the moment.
Remember that accumulated knowledge, like accumulated capital, increases at compound interest: but it differs from the accumulation of capital in this; that the increase of knowledge produces a more rapid rate of progress, whilst the accumulation of capital leads to a lower rate of interest. Capital thus checks it own accumulation: knowledge thus accelerates its own advance. Each generation, therefore, to deserve comparison with its predecessor, is bound to add much more largely to the common stock than that which it immediately succeeds.
Knowledge is an addiction, as drink; knowledge does not bring understanding. Knowledge can be taught, but not wisdom; there must be freedom from knowledge for the coming of wisdom.
Knowledge by itself does not give understanding. Nor is understanding increased by an increase of knowledge alone. Understanding depends upon the relation of knowledge to being...It appears only when a man feels and senses what is connected with it.
Hire and promote first on the basis of integrity; second, motivation; third, capacity; fourth, understanding; fifth, knowledge; and last and least, experience. Without integrity, motivation is dangerous; without motivation, capacity is impotent; without capacity, understanding is limited; without understanding, knowledge is meaningless; without knowledge, experience is blind. Experience is easy to provide and quickly put to good use by people with all the other qualities.
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.
We forget that the accumulation of knowledge and the holding of convictions must finally result in the application of that knowledge and those convictions to life itself.
Knowledge , surely, is always of time , whereas knowing is not of time. Knowledge is from a source, from accumulation, from conclusion, while knowing is a movement.
The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of the truth, but the soul must revere it, cherish it, love it as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiny.
All knowledge has an ultimate goal. Knowledge for the sake of knowledge is, say what you will, nothing but a dismal begging of the question.
The first thing the reasonable man must do is to be content with a very little knowledge and a very great deal of ignorance. The second thing he must do is to make the utmost possible use of the knowledge he has and not waste his energy crying for the moon. The third thing he must do is try and see clearly where his knowledge ends and his ignorance begins.
Learning is not the accumulation of knowledge, but rather, one thing only: understanding
The only knowledge that can truly orient action is knowledge that frees itself from mere human interests and is based in Ideas - in other words knowledge that has taken a theoretical attitude.
The improvement of understanding is for two ends: first, our own increase of knowledge; secondly, to enable us to deliver that knowledge to others.
If one does not make human knowledge wholly dependent upon the original self-knowledge and consequent revelation of God to man, then man will have to seek knowledge within himself as the final reference point. Then he will have to seek an exhaustive understanding of reality. He will have to hold that if he cannot attain to such an exhaustive understanding of reality he has no true knowledge of anything at all. Either man must then know everything or he knows nothing. This is the dilemma that confronts every form of non-Christian epistemology
The improvement of the understanding is for two ends; first, for our own increase of knowledge; secondly, to enable us to deliver and make out that knowledge to others.
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