Top 1200 Tree Of Knowledge Quotes & Sayings - Page 16

Knowledge! What does that mean? Your knowledge is nothing but cowardice. No, really, that's all it is. You just want to put a little wall around infinity. And you're afraid to look on the other side of that wall.

The problem of the modern economy is not a failure of a knowledge of economics; it's a failure of a knowledge of history.

The President regards the Japanese as a brave people; but courage, though useful in time of war, is subordinate to knowledge of arts; hence, courage without such knowledge is not to be highly esteemed.

My childhood was elegant homes, tree lined streets, the milkman, building backyard forts, droning airplanes, blue skies, picket fences, green grass, cherry trees. Middle America as it’s supposed to be. But on the cherry tree there’s this pitch oozing out – some black, some yellow – and millions of red ants crawling all over it. I discovered that if one looks a little closer at this beautiful world, there are always red ants underneath.

Love, as the poet says, is like the spring. It grows on you and seduces you slowly and gently, but it holds tight like the roots of a tree. You don't know until you're ready to go that you can't move, that you would have to mutilate yourself in order to be free. That's the feeling. It doesn't last, at least it doesn't have to. But it holds on like a steel claw in your chest. Even if the tree dies, the roots cling to you. I've seen men and women give up everything for love that once was.

I believe that the appearance of God the Father and His Son, the Lord Jesus Christ, in 1820 to Joseph Smith unlocked the heavens not only to the great spiritual knowledge revealed in this dispensation but also to secular knowledge.

The notion that "applied" knowledge is somehow less worthy than "pure" knowledge, was natural to a society in which all useful work was performed by slaves and serfs, and in which industry was controlled by the models set by custom rather than by intelligence. Science, or the highest knowing, was then identified with pure theorizing, apart from all application in the uses of life; and knowledge relating to useful arts suffered the stigma attaching to the classes who engaged in them.

Once innocence--an all too-brief state of being, if such a one exists--encounters experience, it is transformed. If that transformation is understood, it becomes knowledge. And if that knowledge is employed, then it becomes wisdom.

Children learn to read by being in the presence of books. The love of knowledge comes with reading and grows upon it. and the love of knowledge, in a young mind, is almost a warrant against the inferior excitement of passions and vices.

To know how to put what knowledge in which place is wisdom (hikmah). Otherwise, knowledge without order and seeking it without discipline does lead to confusion and hence to injustice to one's self.

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.

The opinion prevailed among advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed.

Dr. Brainard Keyes Bullard, President of Wyandotte College, said in an address tonight that most of the worlds ills can be traced to the fact that Mans knowledge of himself has not kept pace with his knowledge of the physical world.

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.

Knowledge of Nature is an account at bank, where each dividend is added to the principal and the interest is ever compounded; and hence it is that human progress, founded on natural knowledge, advances with ever increasing speed.

It has become accepted doctrine that we must attempt to study the whole man. Actually we cannot study even a whole tree or a whole guinea pig. But it is a whole tree and a whole guinea pig that have survived and evolved, and we must make the attempt.

Knowledge carefully recorded is knowledge available in time of need. Spiritually sensitive information should be kept in a sacred place that communicates to the Lord how you treasure it. This practice enhances the likelihood of receiving further light.

Atheism is an effect of that knowledge [a poll showed atheists knew more about religion than anyone else], not a lack of knowledge. I gave a bible to my daughter. That is how you make atheists.

After I did the drawings of trees combining them with words, I started doing - I did that for a very short time. Then it kind of - that sort of evolved into just showing the branches of a tree coming down into the trunk and then going into the root system. So I showed both the branches and the roots of a tree, which were about equal. There is as much going on under the ground as is going on above the ground, which you can see.

As we gain more knowledge about materials and processes in the universe, that could open up benefits that we can't even imagine. But you have to be willing to fund science without knowledge of the benefits.

You are strong, omnipotent, and omniscient. No matter that you have not expressed it yet, it is in you. All knowledge is in you, all power, all purity, and all freedom-why cannot you express this knowledge? Because you do not believe in it... Believe in it, and it must and will come out.

All knowledge, the totality of all questions and all answers, is contained in the dog. If one could but realize this knowledge, if one could but bring it into the light of day, if we dogs would but own that we know infinitely more than we admit to ourselves!

I think the future of this planet depends on humans, not technology, and we already have the knowledge - we're kind of at the endgame with knowledge. But we're nowhere near the endgame when it comes to our perception. We still have one foot in the dark ages.

Any piece of knowledge I acquire today has a value at this moment exactly proportional to my skill to deal with it. Tomorrow, when I know more, I recall that piece of knowledge and use it better.

If you have a great deal of knowledge, but you're governed by negative emotions, then you tend to use your knowledge in negative ways. Therefore, while you are learning, don't forget the importance of warmheartedness.

For many ages it has been allowed by sensible men, Nihil est in intellectu quod non fuit prius in sensu: That is, There is nothing in the understanding which was not first perceived by some of the senses. All the knowledge which we naturally have is originally derived from our senses. And therefore those who want any sense cannot have the least knowledge or idea of the objects of that sense; as they that never had sight have not the least knowledge or conception of light or colours.

Science is often misrepresented as "the body of knowledge acquired by performing replicated controlled experiments in the laboratory." Actually, science is something broader: the acquisition of reliable knowledge about the world.

Esoteric or inner knowledge is no different from other kinds of human knowledge and ability. It is a mystery for the average person only to the extent that writing is a mystery for those who have not yet learned to write.

Anyone who can't learn from other people's mistakes simply can't learn, and that;s all there is to it. There is value in the wrong way of doing things. The knowledge gained from errors contributes to our knowledge base.

When David Marr at MIT moved into computer vision, he generated a lot of excitement, but he hit up against the problem of knowledge representation; he had no good representations for knowledge in his vision systems.

Saints are like trees. They do not call to anyone, neither do they send anyone away. They give shelter to whoever cares to come, be it a man, woman, child, or an animal. If you sit under a tree it will protect you from the weather, from the scorching sun as well as from the pouring rain, and it will give you flowers and fruit. Whether a human being enjoys them or a bird tastes of them matters little to the tree; its produce is there for anyone who comes and takes it.

These days people seek knowledge, not wisdom. Knowledge is of the past, wisdom is of the future.

Mind is repetitive, mind always moves in circles. Mind is a mechanism: you feed it with knowledge, it repeats the same knowledge, it goes on chewing the same knowledge again and again. No-mind is clarity, purity, innocence. No-mind is the real way to live, the real way to know, the real way to be.

These algorithms, which I'll call public relevance algorithms, are-by the very same mathematical procedures-producing and certifying knowledge. The algorithmic assessment of information, then, represents a particular knowledge logic, one built on specific presumptions about what knowledge is and how one should identify its most relevant components. That we are now turning to algorithms to identify what we need to know is as momentous as having relied on credentialed experts, the scientific method, common sense, or the word of God.

If knowledge is power, clandestine knowledge is power squared; it can be withheld, exchanged, and leveraged.

But isn't the knowledge that comes from experience more valuable than the knowledge that doesn't? It seems fairly obvious to some of us that a lot of scholars need to go outside and sniff around - walk through the grass, talk to the animals. That sort of thing.

...Writings can be stolen, or changed, or used for evil purposes. But isn't the risk worth taking? The more people who share knowledge, the greater safeguard for it. Isn't there more danger in ignorance than knowledge?

We certainly have to have a view about knowledge in order to decide whether some version of foreknowledge is necessary for inquiry or whether some philosopher or other thinks it is. Roughly, the more demanding our conception of knowledge is, the less plausible foreknowledge is; the weaker our conception of knowledge is, the more plausible foreknowledge is.

Faith is not a weak form of belief or knowledge; it is not faith in this or that; faith is the conviction about the not yet proven, the knowledge of the real possibility, the awareness of pregnancy.

Although humankind inherently "desires to know", if open access to, and unlimited development of, knowledge henceforth puts us all in clear danger of extinction, then common sense demands that we re-examine our reverence for knowledge.

There are six stages to knowledge: Firstly: Asking questions in a good manner. Secondly: Remaining quiet and listening attentively. Thirdly: Understanding well. Fourthly: Memorising. Fifthly: Teaching. Sixthly- and it is its fruit: Acting upon the knowledge and keeping to its limits.

Knowledge is a thing you can carry around with you, but you may not apply it. Some knowledge is indiscriminate, and it can be damaging. I recently found a wonderful definition of wisdom: It is that thing which results in the maximum good and the least harm.

Purity is not imposed upon us as though it were a kind of punishment, it is one of those mysterious but obvious conditions of that supernatural knowledge of ourselves in the Divine, which we speak of as faith. Impurity does not destroy this knowledge, it slays our need for it.

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?

So far there has been no philosopher in whose hands philosophy has not grown into an apology for knowledge; on this point, at least, every one is an optimist, that the greatest usefulness must be ascribed to knowledge. They are all tyrannized over by logic, and this is optimism in its essence.

Every one of my opponents, every one of my critics, will tell you that I am a generalist spread far too thin in an age when this is not done anymore, when responsible knowledge is specialized knowledge.

First therefore let us seek the dignity of knowledge in the archetype or first platform, which is in the attributes and acts of God, as far as they are revealed to man and may be observed with sobriety; wherein we may not seek it by the name of Learning; for all Learning is Knowledge acquired, and all Knowledge in God is original: and therefore we must look for it by another name, that of Wisdom or Sapience, as the Scriptures call it.

Do anything but love; or if thou lovest and art a woman, hide thy love from him whom thou dost worship; never let him know how dear he is; flit like a bird before him; lead him from tree to tree, from flower to flower; but be not won, or thou wilt, like that bird, when caught and caged, be left to pine neglected and perish in forgetfulness.

Grampa took Mary Ellen inside away from the crowd. "Now, child, I am going to show you what my father showed me, and his father before," he said quietly. He spooned the honey onto the cover of one of her books. "Taste," he said, almost in a whisper. . . . "There is such sweetness inside of that book too!" he said thoughtfully. "Such things...adventure, knowledge and wisdom. But these things do not come easily. You have to pursue them. Just like we ran after the bees to find their tree, so you must also chase these things through the pages of a book!

To successfully respond to the myriad of changes that shake the world, transformation into a new style of management is required. The route to take is what I call profound knowledge, knowledge for leadership of transformation.

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.

Experts are able to identify patterns related to a specific problem relevant to their area of knowledge. But because nonexperts lack that base of knowledge, they are forced to rely more on their brain's ability for abstraction rather than specificity.

A farmer friend of mine told me recently about a busload of middle school children who came to his farm for a tour. The first two boys off the bus asked, "Where is the salsa tree?" They thought they could go pick salsa, like apples and peaches. Oh my. What do they put on SAT tests to measure this? Does anybody care? How little can a person know about food and still make educated decisions about it? Is this knowledge going to change before they enter the voting booth? Now that's a scary thought.

It's a society of knowledge and experience. You have better experience and knowledge when you are 60, 65 and 70.

The image is not a closed field of knowledge; it is a whirling, centrifugal field. It is not a field of knowledge like any other; it is a movement demanding all the anthropological aspects of being and time.

Seek knowledge and teach it to people. Learn dignity and tranquillity, and be humble towards those from whom you learn knowledge and be humble towards those to whom you teach it, and do not be tyrannical scholar otherwise your knowledge cannot be established because of your tyranny.

As priestcraft was always the enemy of knowledge, because priestcraft supports itself by keeping people in delusion and ignorance, it was consistent with its policy to make the acquisition of knowledge a real sin.

I didn't walk over and talk to him, though, not then. If I needed the time for a tree branch to become just a tree branch again and the wind to become just the wind, then a boy, most of all, needed some time to be only a boy.

If you cannot attain knowledge without torturing a dog, you must do without knowledge.

It is therefore worthwhile, to search out the bounds between opinion and knowledge; and examine by what measures, in things, whereof we have no certain knowledge, we ought to regulate our assent, and moderate our persuasions.