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<h1 style="font-family: PT Serif, Liberation Serif, DejaVu Serif, Times New Roman; font-size: 48pt;">An Ignorant Life</h1> | <h1 style="font-family: PT Serif, Liberation Serif, DejaVu Serif, Times New Roman; font-size: 48pt;">An Ignorant Life</h1> | ||
<h3>Introducing what is to come</h3> | |||
<p>Hello. Thanks for coming by. I'm getting old, 85 as we begin, so I've got a lot to say. And I'll say it as I think and feel it. Lifelong, I've aspired to educate myself and others, and I'm not so sure how well I've done at that. In speaking of my life as an ignorant life, I'm recognizing that that doubt, that uncertainty, pervades all human action, everything a living creature does, everything that I've tried to do. I write to explore my ignorance, so to speak.</p> | <p>Hello. Thanks for coming by. I'm getting old, 85 as we begin, so I've got a lot to say. And I'll say it as I think and feel it. Lifelong, I've aspired to educate myself and others, and I'm not so sure how well I've done at that. In speaking of my life as an ignorant life, I'm recognizing that that doubt, that uncertainty, pervades all human action, everything a living creature does, everything that I've tried to do. I write to explore my ignorance, so to speak.</p> | ||
<p>What's the point of doing that? Not a quick question. As things go along, we'll develop a response, doing it recursively, observing many repetitions performed with variatons that correct errors and omissions, revealing unexpected possibilities in thought and action. That's how education comes about. Recognize the pervasive actuality of ignorance in all we do; attend to error and omission | <p>What's the point of doing that? Not a quick question. As things go along, we'll develop a response, doing it recursively, observing many repetitions performed with variatons that correct errors and omissions, revealing unexpected possibilities in thought and action. That's how education comes about. Recognize the pervasive actuality of ignorance in all we do; attend to error and omission; openly try possible corrections, over, and over. Perhaps this is what Friedrich Nietzsche meant by <i>eternal recurrence</i>. | ||
<p>I'm unabashedly over-educated, staying in school my whole life, usually not doing what was expected I would, but charting my path through the body of learning. Early on, I came to recognize the pevasive actuality of ignorance and to feel its usages were underappreciated throughout the sphere of cultural activity in which I participated. Consequently, what I and all others may have to say may involve significant and difficult departures from what we educators commonly say. Here's where things get a little tough. | |||
Revision as of 12:45, 16 January 2025
An Ignorant Life
Introducing what is to come
Hello. Thanks for coming by. I'm getting old, 85 as we begin, so I've got a lot to say. And I'll say it as I think and feel it. Lifelong, I've aspired to educate myself and others, and I'm not so sure how well I've done at that. In speaking of my life as an ignorant life, I'm recognizing that that doubt, that uncertainty, pervades all human action, everything a living creature does, everything that I've tried to do. I write to explore my ignorance, so to speak.
What's the point of doing that? Not a quick question. As things go along, we'll develop a response, doing it recursively, observing many repetitions performed with variatons that correct errors and omissions, revealing unexpected possibilities in thought and action. That's how education comes about. Recognize the pervasive actuality of ignorance in all we do; attend to error and omission; openly try possible corrections, over, and over. Perhaps this is what Friedrich Nietzsche meant by eternal recurrence.
I'm unabashedly over-educated, staying in school my whole life, usually not doing what was expected I would, but charting my path through the body of learning. Early on, I came to recognize the pevasive actuality of ignorance and to feel its usages were underappreciated throughout the sphere of cultural activity in which I participated. Consequently, what I and all others may have to say may involve significant and difficult departures from what we educators commonly say. Here's where things get a little tough.