Knowledge

How often is each of us exposed to the old adage, "knowledge is power." It seems unfortunate that such a perspective was ever allowed to evolve amidst human intelligence.To begin with, is the observation "knowledge is power" even close to being correct? In our attempt to set ourselves apart from our fellow human beings have we allowed ourselves to be deceived by a myth? Equating knowledge with power not only subjects it to misinterpretation, but also corruption. If one truly understands knowledge, and values the potential it holds, then why not ensure that it is equitably dispersed among all citizens of this earth rather than to an elite, power-seeking, few. As John Adams pointed out, "The preservation of the means of knowledge among the lowest ranks is of more importance to the public than all the property of the rich men in the country." Knowledge, like wealth, if not fairly and equitably distributed among all people regardless of their lot in life, becomes a tool of discrimination and decimation. Knowledge hoarded and withheld may serve its master's purpose, but does not honor him or her. It is like a candle without a wick, lots of potential, but missing a purpose. Such a candle serves only the darkness, doomed to forever hold secret all it has ever known, and all it might have to offer. Unable to add light to the world, its true value will never be measured; never realized. In the words of Johann Wolfgang von Goethe, "Knowing is not enough; we must apply!"

Understanding and properly applying that which we call knowledge says much about us as human beings, individually, and collectively. The proper pursuit and utilization of knowledge tips the scales in favor of our "becoming," as opposed to what we possess. St. Bernard takes Goethe's admonition even farther, sharing his perspectives regarding the proper application of knowledge:

There are some who desire knowledge merely for its own sake; and that is shameful curiosity. And there are others who desire to know, in order that they may themselves be known; and that is vanity, disgraceful too. Others again desire knowledge in order to acquire money or preferment by it; that too is a discreditable quest. But there are also some who desire knowledge, that they may build up the souls of others with it; and that is charity. Others, again, desire it that they may themselves be built up thereby; and that is prudence. Of all these types, only the last two put knowledge to the right use"

(St. Bernard, Sermon on the Canticle of Canticles)

Schools are often considered repositories and distributors of knowledge. This will be argued by some who believe that schools are more likely to be dealing with information than knowledge. John Naisbitt believes, "We are drowning in information but starved for knowledge." Either way, schools are operating beneath an overburden of laws, regulations, and social expectations that often channel their efforts in a direction that even they might not support or endorse if given a say in the matter. Regardless of the impetus that guides the operational philosophies and pedagogy of schools' instructional practices, as discerning, sentient, beings it behooves all of us to carefully plan our future efforts for the maximum benefit of our children. Carl Rogers suggested, "If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning."

Therefore, rather than looking upon knowledge as power, collateral, weaponary, or the like, we might be well advised to consider the perspectives of some noteable thinkers of the past as they reflect on where knowledge fits into the hierarchy of human qualities and attributes. Albert Einstein is often quoted as saying, "Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might yet discover and create." Putting the human imagination to use in understanding the universe, and all it holds for those capable and willing to do so, was important to Eden Phillpotts who believed, "The universe is full of magical things, patiently waiting for our wits to grow sharper."

Finally, educators might better serve the children in their care by continuing providing the children with the rudiments of learning, but doing so in such a manner that the children are equipped to become self-actualized, independently thinking and functioning, human beings who are drawn to a life of duty and responsibility rather than indoctrinated and dogmatically programmed to accept without question that which is handed to them. Provide them with the utilities necessary for handling information in its many forms, however, equip them also with the faculties of discernment, analysis, and synthesis. Doing so we provide the children with far more than an "education," we provide them with a portal to to a future of their own making, a world yet to be defined, an understanding of their own purpose and role in the human history unfolding, based on true knowledge and ripened with wisdom.

If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.

--Rachel Carson

I believe that imagination is stronger than knowledge -- myth is more potent than history -- dreams are more powerful than facts -- hope always triumphs over experience -- laughter is the cure for grief -- love is stronger than death.

--Robert Fulghum

Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever or whatever abysses nature leads, or you will learn nothing.

--Thomas H. Huxley