This course is designed to help you unlearn the habits you have learned in public education. Children rarely need this course, because they are naturally tuned with the frequency harmoniously sympathetic to learning. Most learn to speak and to walk by the time they are two, with no instruction at all. This skill is innate and in all of us, but “education” has buried that music under layers and layers of “follow directions” long ago.
FIRST. Learn everything that is known about the subject, or learn where you can find it. Life is an open-book test.
Chapter 1—Memorization, great for information that one needs to apply often. It is said that Einstein saved his brain capacity for thinking and didn’t fill it up with things he knew where to find. Encyclopedias are marvelous tools, but one does not need to fill up their head with all the trivia found there. (math, language structures, writing patterns, principles that inspire, sizes and conversions.)
Chapter 2—Application, the most important tool to learn by. Again public school fails us for the most part here. What do you remember producing in school? Unfortunately, little in class. Extra circulars were the only places for achievement. Knowledge benefits only when it is used. (Testing limits, experimentation, making mistakes, growth, development, physical health, spiritual sensitivity, mental challenges, building social relationships, building, farming, engineering, science, skill-building, rehearsing, refining, communications, exploration, expression.)
Once you have mastered all that is known and done in a subject discovery begins. Discovery usually comes as a result of much application and continually asking, “How can I do this better? or “What am I missing?” When you are the best, you only have two sources to find the next answer. Guessing and God.
Chapter 3—Guessing is the scientific method. Without reliance on measurement and strict recording of observable facts learning is at best anecdotal. You might get lucky, but then never be able to repeat your results—having learned nothing. Many just give up and call their work ART that cannot be passed on. I must admit that I like practicing art. It’s very rewarding, especially when others will pay for your expressions. Sometimes good luck can lead you to investigate in more productive ways, but in the end, it is still guessing.
Most scientists don’t venture out very far from the knowledge that is already had, and they dabble around the edges to see if there are more applications to what is already known. They think what they are doing is science, but they are still in the application phase of learning, developing new ways to use the information that already exists. We call that technology in this course. Unfortunately, teachers of science rarely even get that far and start teaching the religion of science which is far removed from truth, or discovery. Serious scientists are methodical and explorative—tearing down assumptions that are not rooted in reproducible facts. When they accidentally observe new knowledge like photons going different directions when watched, then they seek to reproduce results in different ways until they know the boundaries of the new knowledge they have obtained.
Chapter 4—God. I don’t believe in accidents and have come to understand that there is order in all things in this universe. All leaps of knowledge have been gifted to humanity and have come through study and prayer. God is the author of all knowledge and application in the universe and when God reveals it to us, He expects us to test the knowledge we are given and apply the principles of that knowledge through obedience to learn more about it. I believe knowledge is infinite and based line upon line. Like in math.—learning to multiply does not come before learning to add.