My statement about students creating knowledge is not hyperbole or some sort of platitude. Kindergartners, high school seniors and all in between, not to mention master’s degree candidates create knowledge. Knowledge exists solely in the human brain. Knowledge is the stuff of neurons, synapses, nerves, grey matter, glia, and neurochemica…
My statement about students creating knowledge is not hyperbole or some sort of platitude. Kindergartners, high school seniors and all in between, not to mention master’s degree candidates create knowledge. Knowledge exists solely in the human brain. Knowledge is the stuff of neurons, synapses, nerves, grey matter, glia, and neurochemical substances. What has traditionally and mistakenly been called knowledge, which is recorded in various media, is mere inert symbols, language, data, images, etc. This is why the expository model fails so regularly. What the student does with it depends on myriad factors. However, the resulting cognition is all that matters, and it is always exclusive in large part to that student.
I have very limited trust in my ability to interpret the Bible and less in the ability of most others. I agree that it is a rich source of intellectual development and that it does indeed confront one with a load of cognitive dissonance. However, I cannot imagine many students under the age of 21 being able to sort out the frivolous and the subjective historical passages from those which might provide meaningful insights and guidance. I believe Sam Harris had a great take on it in his book “The End of Faith”, but I only vaguely recall what the book was about.
The name Joseph Campbell was unfamiliar to me, but I remembered that his ideas were referred to in the book I just finished re-reading last week and I looked him up. What I found (and skimmed cursively) resonates with what I have long believed. The book I just finished is “The Crack in the Cosmic Egg” by Joseph Chilton Pearce. I am a loss to explain with any accuracy or brevity what Pearce is trying to get across but if you are curious about a different take on reality and encountering an alternative reality, and you haven’t read it, it seems like a book you would find provocative. Thom wrote the Foreward to the first edition of the book around 1970, although I no longer have that version and don’t know what he wrote then.
So great to share with you. Not quite getting "expository model." Had exposure to both Harris and Pearce. You did trigger memories of my formal education experience, though. I was accused of (some, speculative) plagiarizing once, because "no undergrad could have...." Forever, I have regretted my failure to stand up for myself. Took a B for what obviously was over-the top. Grad school, I got an A, with offer of reference if needed, for being creative in one class, and the lowest score in class for being creative where I had actually studied the orthodoxy more. (Wish I had that blue book!) I totally agree with you that biology is fundamental. Risk/reward in whatever social conditioning system one is subjected to is quixotic! Nature is crueler and more honest.
My statement about students creating knowledge is not hyperbole or some sort of platitude. Kindergartners, high school seniors and all in between, not to mention master’s degree candidates create knowledge. Knowledge exists solely in the human brain. Knowledge is the stuff of neurons, synapses, nerves, grey matter, glia, and neurochemical substances. What has traditionally and mistakenly been called knowledge, which is recorded in various media, is mere inert symbols, language, data, images, etc. This is why the expository model fails so regularly. What the student does with it depends on myriad factors. However, the resulting cognition is all that matters, and it is always exclusive in large part to that student.
I have very limited trust in my ability to interpret the Bible and less in the ability of most others. I agree that it is a rich source of intellectual development and that it does indeed confront one with a load of cognitive dissonance. However, I cannot imagine many students under the age of 21 being able to sort out the frivolous and the subjective historical passages from those which might provide meaningful insights and guidance. I believe Sam Harris had a great take on it in his book “The End of Faith”, but I only vaguely recall what the book was about.
The name Joseph Campbell was unfamiliar to me, but I remembered that his ideas were referred to in the book I just finished re-reading last week and I looked him up. What I found (and skimmed cursively) resonates with what I have long believed. The book I just finished is “The Crack in the Cosmic Egg” by Joseph Chilton Pearce. I am a loss to explain with any accuracy or brevity what Pearce is trying to get across but if you are curious about a different take on reality and encountering an alternative reality, and you haven’t read it, it seems like a book you would find provocative. Thom wrote the Foreward to the first edition of the book around 1970, although I no longer have that version and don’t know what he wrote then.
So great to share with you. Not quite getting "expository model." Had exposure to both Harris and Pearce. You did trigger memories of my formal education experience, though. I was accused of (some, speculative) plagiarizing once, because "no undergrad could have...." Forever, I have regretted my failure to stand up for myself. Took a B for what obviously was over-the top. Grad school, I got an A, with offer of reference if needed, for being creative in one class, and the lowest score in class for being creative where I had actually studied the orthodoxy more. (Wish I had that blue book!) I totally agree with you that biology is fundamental. Risk/reward in whatever social conditioning system one is subjected to is quixotic! Nature is crueler and more honest.