A person with knowledge knows that he knows, and is able to answer questions pertaining to his knowledge. There may be those, unprepared to listen to one’s viewpoint, but not taking away the fact that he would be knowledgeable. This world, as known to be oppressive, carries those seeking to hinder knowledge.
Suppressive people feel threatened by those acquiring knowledge, ahead of them. In their desire to maintain relationships, the knowledge aspirants succumb to oppressors. They would be unable to confront the antagonistic environment. The suppressive conditions, hindering the quest for knowledge, could cause illness or mental illnesses, to some people.
There are three methods, through which any person can secure freedom, in order to pursue knowledge in any subject. The first is appreciating being different from those opposed to one’s ideas. Most people are under suppressors, seeking to control them, insisting that they know better than him. Many people are victims of such tomfoolery. The greatest achievers are those realizing being themselves, as distinct from other people.
The geniuses confront the suppressors. Alternatively, they may avoid communicating with them. This frees them to engage in what they consider workable, according to their God-given self-determinism. Such characters are geniuses, having attained great achievements in this life; the likes of Steve Jobs and others.
The second method of acquiring knowledge and freedom is in knowing how to study. Knowledge is achievable by means of study. But very few people know how to study. There is a definite technology, that needs application, for anyone desiring to achieve anything in the field of study. There are only three barriers, against accessing knowledge.
The first barrier is the absence of mass or the absence of the physical object being studied. Imagine a person intending to study computers. He may acquire volumes of books, but be unable to progress, due to lacking the mass. He may listen to qualified lecturers, on the subject. But as long as not having observed the physical garget, the person experiences difficulties.
Lacking the mass of what is being studied, causes a person to feel squashed. Bent, and sort of dead, sort of spinney, bored and exasperated. His face may also feel squashed, his stomach feeling funny, with headaches. Feeling dizzy from time to time, and his eyes may also hurt.
To remove such manifestations is to avail the mass, or the object being studied. If the object cannot be available, pictures may temporarily help. The person may also have to demonstrate, using pieces of material, such as bottle tops, corks, or paper clips. The purpose would be to demonstrate the workability of the subject being studied. Another way of handling the absence of mass is the usage of clay.
When used skillfully, the usage of clay clarifies technical details of whatever is studied, leading to the person’s satisfaction. The idea would be to solve problems, resulting from lacking the mass of what is being studied. The good thing about clay is that the person moulds, according to the shape of what needs to be understood.
Demonstrating, for purposes of learning, can also be handled by means of sketching. Using rough drawings, a person could figure out the workability, solving the absence of mass. The aforesaid demonstrations are rough details, designed to help students solve problems of lacking mass—being the first barrier to study.
The second barrier, “Too steep a gradient” is commonly applied to practical learning. Anything needing practical learning requires a gradient approach. One starts with the lowest level, before moving on to a gradient level, higher than the first. The steps can be simplified, according to the learner’s requirements.
The simplicity of this is in learning the functions, starting with the lowest level, before accessing the higher level. One gets confused, after skipping a gradient. The remedy would be to cut back to the previous level, assumed to have been understood. The person then normally discovers the erroneously performed function, needing correction before continuing.
Wherever confused, this barrier requires cutting back to the previous level where the person assumed to understand. One should not waste time fumbling, in the area of confusion. The function became problematic before getting to the next level.
This is because the person assumed to know what he didn’t fully understand. Hence, when confused on any step, the solution is to cut back and find out what was assumed to be understood, previously.
The third and the last barrier, but considered the most important, in the field of education, is a misunderstood word. School dropouts are a result of a misunderstood word. The previous barriers do not cause school dropouts, other than the described manifestations, applicable to them. The misunderstood word is the only cause for school dropouts.
The reason is that the person imagines being unqualified or unsuitable for the subject. He presumes that the subject is technically too difficult for him. As the person tries to continue studying or listening to the lecture, he feels blank, as to be unable to concentrate further.
The physiological manifestations, after feeling blank, include feeling stupefied, as assuming the subject would be too complicated. After reading, but encountering a misunderstood word, the person continues reading. But, he then feels blank, right after encountering the misunderstood word. From then on, his study would have been jeopardised, unless he finds the misunderstood word.
The word may, actually, be familiar to him, but used in a different context. The person might not be capable of spotting his own misunderstood words, thereby assuming the subject to be incomprehensible. The solution would be to go back to the point where he was feeling bright.
At the point where he started to feel the subject was incomprehensible, would be a misunderstood word. The person ought to skillfully use a simplified good English dictionary, to clear the meaning of the misunderstood word.
Without the study technology, most scholars would either memorize to pass or assume that the subject would be too difficult for them. The person memorizing cannot apply whatever would be learnt. This is how fake graduates are produced.