I admire people who get into stuff like spaced repetition to strive mightily against such effects, but I have a more wabi-sabi attitude towards it. Kintsugi knowledge over valiantly maintained mastery. https://twitter.com/andrewm_webb/status/1272187530532839425?s=21 …https://twitter.com/AndrewM_Webb/status/1272187530532839425 …
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There is certainly a kind of pleasure to learning and acquiring knowledge, whether to rent or own. But uncritically maximizing that pleasure is a kind of hedonism. We just don’t notice because society approves of it morally, and rewards it economically.
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Erudition: What you know Wisdom: What you know about what you know Humbletalebry: What you don’t know Prowess: What you can do Nihilism: What you must do Scholarship: What you know about who knows what Craft: What you’ve forgotten Artistry: What has irreversibly degraded
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Religion: What you refuse to know Tribalism: What you refuse to do Bureaucratism: What others must know Imperialism: What others must be able to do
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this is pretty close to the way knowledge is considered an obstacle to wisdom in Buddhism (Jneya-avarana - literally: dulling / covering / obscuring by knowledge) because we tend to grasp on to it inflexibly which makes us unable to see things as they really are. Or something.
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Goes along with the 2nd obstacle: klesha-avarana — the obstacle of suffering — meaning the various emotional wounds we have accumulated (and not yet healed) which tend to make us reactive and prone to over-reacting / victimhood / destructive habits and patterns of belief etc.
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Do you think there's something there, analogous to whatever allows you to retain bike-riding, that can be sharpened/trained, to (1) allow the "renting" process to be more efficient and (2) use these rented knowledge better? Meta skills that go beyond learning how to learn, to 1/2
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Learning how to use what you learn? 2/2
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I love this distinction. If you aren't familiar, you may find "Teaching Children to be Mathematicians vs. Teaching About Mathematics" of interest. You can ignore "Children"— IMO the point stands as an articulation of knowledge's irrelevance/insufficiency https://dspace.mit.edu/handle/1721.1/5837 …
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Also think that there is a distinction between: (1) the distinction between knowledge/wisdom, and (2) the claim that wisdom can be had sans knowledge.
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