Texts:Reflect/Overview: Difference between revisions

← Older edit

VisualWikitext

Revision as of 11:33, 24 April 2025 view source Robbie (talk \| contribs) Bureaucrats, Interface administrators, Administrators 1,828 edits mNo edit summary ← Older edit		Latest revision as of 12:52, 24 April 2025 view source Robbie (talk \| contribs) Bureaucrats, Interface administrators, Administrators 1,828 edits mNo edit summary
Line 8:		Line 8:
	<h3><i>Appreciations</i> is not . . . .</h3>		<h3><i>Appreciations</i> is not . . . .</h3>

	* a work of scholarship. I draw on many original sources and scholarly commentaries as I have encountered them over a 70-year span of work. I do not aim to communicate the current, authoritative state of knowledge for what I write about. Instead, I seek to present the exemplarity of those matters, as I've experienced it. Of course, I believe that <i>cultural knowledge</i> has great human value, but I think advancing and acquiring knowledge has garnered excessive esteem in contemporary educational thought and practice		* . . . a work of scholarship. I draw on many original sources and scholarly commentaries as I have encountered them over a 70-year span of work. I do not aim to communicate the current, authoritative state of knowledge for what I write about. Instead, I seek to present the exemplarity of those matters, as I've experienced it. Of course, I believe that <i>cultural knowledge</i> has great human value, but I think advancing and acquiring knowledge has garnered excessive esteem in contemporary educational thought and practice. "Nothing too much!" asserts more than a spoiled-sport admonition. Where limits are actual, too much of this means too little of that; too much knowledge acquisition combined with poorly formed judgment proves dangerous for persons and for polities.