“Education is defined as ‘learning, knowing, or accomplishing the knowingness of a certain subject,’ and would be in the direction of accomplishing certain actions professionally.”

GRADIENTS

     A subject can also be destroyed by adding numerous things to its technology that don’t belong there. For example—before you could study engineering you must have had a primary school education, a high-school education, gone to finishing school, and learned to knit—that is about the next one expects to see!

     The longer it takes to approach the education, the more opportunity there is for “taxiing on the runway.” Well, by the time a person has done this for about forty-five years and finds that he isn’t off the ground, he doesn’t take off. THE NUMBER OF OPPORTUNITIES TO FAIL ARE DIRECTLY PROPORTIONAL TO THE LENGTH OF APPROACH—that is a law. This is balanced by the fact that if you don’t study something by gradients you get into a mess by going into too high a gradient. Too high too quick. There is somewhere a proper length “runway” for a subject. It should not be so long that it needlessly multiplies opportunities for failure, nor so short that it takes a person up too steep so that he ends up in total confusion.

EMPHASIS

     True knowledge will give correct emphasis in a subject and only theoretical knowledge will give wrong emphasis.

     The universities by this time are strewn with wrong emphasis—you can keep moving further and further afield with wrong emphasis to a point where the technology gets lost. UNREALITIES ENTER WHEN A SUBJECT TEACHES SOLUTIONS TO PROBLEMS WHICH DON’T EXIST OR FAILS TO SOLVE PROBLEMS THAT DO EXIST.

     Higher education today is being given a bad name by people who are teaching subjects they themselves have never practiced. Not only tragic but extremely damaging to a society.

Education continued...

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