A nation can assume that the addition of the words "under God" to its pledge of allegiance gives evidence that its citizens actually believe in God whereas all it really proves is that they believe in "believing" in God
Huston SmithRead
Most of the book deals with things we already know yet never learn.
Interpretation
Knowledge is abundant, but true understanding often eludes us.
Huston Smith suggests that while we may have access to a vast amount of information and knowledge, the real challenge lies in internalizing and fully comprehending that information. It highlights the difference between superficial awareness and deeper learning, emphasizing the importance of truly engaging with what we learn rather than simply recognizing it.
In practice
In a lecture about educational strategies, this quote can highlight the need for deeper engagement with material.
A nation can assume that the addition of the words "under God" to its pledge of allegiance gives evidence that its citizens actually believe in God whereas all it really proves is that they believe in "believing" in God
One reason education undoes belief is its teaching of evolution; Darwin's own drift from orthodoxy to agnosticism was symptomatic. Martin Lings is probably right in saying that more cases of loss of religious faith are to be traced to the theory of evolution ... than to anything else.
So always, if we look back, concern for face-to-face morality, and its modern emphasis on justice as well, have historically evolved as religious issues.
The crisis that the world finds itself in as it swings on the hinge of a new millennium is located in something deeper than particular ways of organizing political systems and economies.
...conversation can be as mutually incomprehensible as foreign languages. We need the different and complementary perspectives of the various yogas - and ideally of all religions - not only to reach God but to reach each other.
In the post-individualistic era, science and spirituality will become allies, and human beings will realize a vast potentiality now only dimly felt.
The lyf so short, the craft so long to lerne.
I was never born to write. I was taught to write. And I am still being taught to write.
In general, higher education does not know how to speak for its interests. It offers a stance that is defensive, cowardly and likely to be ineffective.
It has always been my experience that, whatever groupings I choose for my books, the space in which I plan to lodge them necessarily reshapes my choice and, more important, in no time proves too small for them and forces me to change my arrangement. In a library, no empty shelf remains empty for long. Like Nature, libraries abhor a vacuum, and the problem of space is inherent in the very nature of any collection of books.
Oh! I am delighted with the book! I should like to spend my whole life in reading it.
Every student who enters upon a scientific pursuit, especially if at a somewhat advanced period of life, will find not only that he has much to learn, but much also to unlearn.
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