Quotes About Knowledge

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 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.

I am convinced that it is impossible to expound the methods of induction in a sound manner, without resting them upon the theory of probability. Perfect knowledge alone can give certainty, and in nature perfect knowledge would be infinite knowledge, which is clearly beyond our capacities. We have, therefore, to content ourselves with partial knowledge - knowledge mingled with ignorance, producing doubt.

In India there was a sense of time that does not tick with modern clocks, just as there is a knowledge that is not gained through science and empirical experiments. In the modern West knowledge is of objective, finite particulars in historical time. India recognizes that kind of useful information: it calls it "lower knowledge." Higher knowledge (paravidya) proceeds differently, or rather it doesn't proceed at all but enters history full-blown on the morning of a new creation.

Everyone recognizes a distinction between knowledge and wisdom. . . Wisdom is a kind of knowledge. It is knowledge of the nature, career, and consequences of human values. Since these cannot be separated from the human organism and the social scene, the moral ways of man cannot be understood without knowledge of the ways of things and institutions.

We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone. The Man of Science, the Chemist and Mathematician, whatever difficulties and disgusts they may have had to struggle with, know and feel this. However painful may be the objects with which the Anatomist's knowledge is connected, he feels that his knowledge is pleasure; and where he has no pleasure he has no knowledge.

What we are after is the root and not the branches. The root is the real knowledge; the branches are surface knowledge. Real knowledge breeds 'body feel' and personal expression; surface knowledge breeds mechanical conditioning and imposing limitation and squelches creativity.

Knowledge is going to make you stronger. Knowledge is going to let you control your life. Knowledge is going to give you the wisdom to teach their children. Knowledge is the thing that makes you smile in the face of disaster.

The best-informed man is not necessarily the wisest. Indeed there is a danger that precisely in the multiplicity of his knowledge he will lose sight of what is essential. But on the other hand, knowledge of an apparently trivial detail quite often makes it possible to see into the depth of things. And so the wise man will seek to acquire the best possible knowledge about events, but always without becoming dependent upon this knowledge. To recognize the significant in the factual is wisdom.

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.

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.

Without a complex knowledge of one's place and without the faithfulness to one's place on which such knowledge depends, it is inevitable that the place will be used carelessly, and eventually destroyed. Without such knowledge and faithfulness, moreover, the culture of a country will be superficial and decorative, functional only insofar as it may be a symbol of prestige, the affectation of an elite or "in" group.

We must acquire the faith to accept the fact that all knowledge is from God and known to God. Knowledge is released to man on earth according to God's plan for him. Free or liberal thinking does not change truth, the revealed knowledge which comes from God.

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.

Knowledge does away with darkness, suspense, and doubt; for these cannot exist where knowledge is . . . In knowledge there is power.

What then, is correctness of speech but the maintenance of the practice of others, as established by the authority of ancient speakers? But the weaker men are, the more they are troubled by such matters. Their weakness stems from a desire to appear learned, not with a knowledge of things, by which we are edified, but with a knowledge of signs, by which it is difficult not to be puffed up in some way; even a knowledge of things often makes people boastful, unless their necks are held down by the Lord's yoke.

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.

Wisdom is knowledge applied. Head knowledge is useless on the battlefield. Knowledge stamped on the heartmmakes one wise

According to Krishnamacharya , practice and knowledge must always go together. He used to say, practice without right knowledge of theory is blind. This is also because without right knowledge, one can mindfully do a wrong practice.

The exaltation and happiness of any community, goes hand in hand with the knowledge possessed by the people, when applied to laudable ends; whereupon we can exclaim like the wise man; righteousness exalteth a nation; for righteousness embraces knowledge and knowledge is power.

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.

People who are very aware that they have more knowledge than the average person are often very unaware that they do not have one-tenth of the knowledge of all of the average persons put together. In this situation, for the intelligentsia to impose their notions on ordinary people is essentially to impose ignorance on knowledge.

The importance of language in gaining knowledge is doubtless the chief cause of the common notion that knowledge may be passed directly from one to another. It almost seems as if all we have to do to convey an idea into the mind of another is to convey a sound into his ear. Thus imparting knowledge gets assimilated to a purely physical process.

I think we owe it to children to let them dig their knowledge, of whatever subject, for themselves out of the "fit" book; and this for two reasons: What a child digs for is his own possession; what is poured into his ear, like the idle song of a pleasant singer, floats out as lightly as it came in, and is rarely assimilated. I do not mean to say that the lecture and the oral lesson are without their uses; but these uses are, to give impulse and to order knowledge; and not to convey knowledge.

For a highly motivated learner, it's not like knowledge is secret and somehow the Internet made it not secret. It just made knowledge easy to find. If you're a motivated enough learner, books are pretty good.

Knowledge of life brings confidence, and Knowledge of death makes you fearless and centred.

Knowledge is not simply another commodity. On the contrary. Knowledge is never used up. It increases by diffusion and grows by dispersion.

Any man is educated who knows where to get knowledge when he needs it, and how to organize that knowledge into definite plans of action.

Wolfgang Amadeus Mozart is the only musician who had as much knowledge asgenius, and as much genius as knowledge.

I have no admiration for culture. I have no reserve knowledge, no provisional knowledge. And everything that I learn, I learn for a particular task, and once it's done, I immediately forget it, so that if ten years later, I have to get involved with something close to or directly within the same subject, I would have to start again from zero, with some few exceptions.

The path to knowledge is a forced one. In order to learn, we must be pushed. On the path of knowledge we are always fighting something, avoiding something, preparing for something; and that something is always inexplicable, greater and more powerful than us.

Coming age is the age of knowledge. However rich, poor or powerful a country be, if they want to move ahead, only knowledge can lead them to that path.

Only a creature that can think symbolically about life can conceive of its own death. Our knowledge of death is part of our knowledge of life.

Islam is a religion based upon knowledge, and a denial of the possibility and objectivity of knowledge would involve the destruction of the fundamental basis upon which not only the religion, but all the sciences are rooted.

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.

Knowledge of mankind is a knowledge of their passions.

Innovation involves anticipation. It is having a broad base of knowledge on your subject and an ability to see where the end game is headed. Use all your knowledge to get their first. Set the trend and make the competition counter you

Vanity of science. Knowledge of physical science will not console me for ignorance of morality in time of affliction, but knowledge of morality will always console me for ignorance of physical science.

Knowledge is one thing. We're awash in knowledge. Wisdom is rare. There's a big difference.

Inspiration is a slender river of brightness leaping from a vast and eternal knowledge, it exceeds reason more perfectly than reason exceeds the knowledge of the senses.

Just as bank tellers need a thorough knowledge of legitimate currency in order to spot counterfeit bills, so Christians need a thorough knowledge of the Bible in order to spot bogus religious teachings. How grounded are you in the Scriptures? How deep are your theological roots? How capable are you of detecting false teachings?

Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'

The senses collect the surface facts of matter... It was sensation; when memory came, it was experience; when mind acted, it was knowledge; when mind acted on it as knowledge, it was thought.

Humans believe so many lies because we aren’t aware. We ignore the truth or we just don’t see the truth. When we are educated, we accumulate a lot of knowledge, and all that knowledge is just like a wall of fog that doesn’t allow us to perceive the truth, what really is.

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.

A fundamental principle of information theory is that you can’t guarantee outcomes… in order for an experiment to yield knowledge, it has to be able to fail. If you have guaranteed experiments, you have zero knowledge

Knowledge does away with darkness, [anxiety], and doubt; for these cannot exist where knowledge is.

Man did not address his inquiries to the earth on which he stood until a remarkably late stage in the development of his desire for knowledge. And the answers he received to the questions, "Where do I come from?", "What is man?", although they made him poorer by a few illusions, gave him in compensation a knowledge of his past that is vaster than he could ever have dreamed. For it emerged that the history of life was his history too.