Where is the wisdom that we have lost in knowledge? Where is the knowledge we have lost in information?

– T. S. Eliot

To avoid greater confusion to the continuum of education, one should appreciate that spectrum in whole before divining in parts. If one word encapsulates this continuum, "love" is that word. How often do we hear : "they know each other in the biblical sense" or "know this in your heart"?

Further consider the spectrum as analog of light. There are levels of learning below our threshold of cognition; there are levels of learning beyond our threshold of cognition. We often label knowledge in infra-cognitive levels as subliminal. We often regard knowledge in ultra-cognitive levels as overwhelming.

If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.
– George Bernard Shaw

It is our statement, at Lyceum URTH, that wyrlds without learning are dangerous places. We do not pretend possession of all knowledge, nor do we pretend more knowledge than any other sources. We do, however, declare that urthling acquire broader knowledge and find greater potential to understanding by every Lyceum participation. We are greater from sharing than ever before.

The Continuum

Learning is not a terminal process. There is always a more extreme number. There is always another artistic perspective. There is always always a farther horizon.

Learning is not static. We do not learn in a distinct moment. We learn because we have learned. It is our previous learning which gives advantage in subsequent learning. Learning is an accumulation.

Learning is a response to stimuli. Stimuli flood our consciousness while we are awake. Waking moments are so filled that we discard the greater portion of those stimuli. We register new stimuli and attempt to form some understanding of them in comparison of prior knowledge. Learning extends from cognitive events.

Cognition steers learning.

The indistinct nature of learning does not obviate useful inventory. Traditional objective measurement methods fall short of practical accounting.