#3: Education (logic, knowledge; intuition and wisdom)

This is the 7th post. In the first post it was suggested that within 7 posts the direction this blog will be taking should become clear (not just to the reader, but to myself also).

Initially it was supposed to be a comment under #2 (6th post) but would not fit as a single comment.

Thanks to an eagle-eyed reader (M.A. physicist by education) who pointed out the total lack of mention of education.

A neat practical method to distinguish between logic, knowledge, intuition and wisdom can be considered in EDUCATION.

It makes perfect sense that intuition does not rely on education... however my understanding suggests that logic too, in its pure essence, is not taught via education or learnt from experience but is an innate and natural predisposition to arrive at knowledge (or "KNOW" something) given a few basic apriori principles.

Logic weaves the apriori principles into a fabric of knowledge. This weaving process is perfected via trial and error, practice, and can be mastered via education. Logic is a broad term that encompasses many mental acrobatics (albeit infallible) and as in driving which we summarise in a single word, it contains the mastery of many muscles and eye-hand coordination and spatial awareness and routes and understanding of the language of the road and cars (flashing lights, road signs, indicators, turning left, reverse parking, the movement of the neck and hands and the slight depressing of the accelerator etc).

Now you may argue that driving is taught. And it is learnt. Thus the skill of driving is obtained via education. However, the predisposition to drive, and the capacity all exist. Otherwise when humans first created the car, who taught the first driver how to drive? Just as in the history of driving, it is the collective experience of mankind that perfects our ability to use our logic.

And knowledge is built from apriori principles (Which are not discussing here). Thus knnowledge is innate also. But it can be taught too. Once we invent the wheel, there is no need to keep inventing it every century - this is where education comes in.

In the present time, however, education seems to have engulfed our academic existence and pre-occupied us.

Intuition is logic from a different, broader angle. If the smallest element of the smallest scale of understanding i.e. logic is an electron Coulomb of charge, then the electric field is knowledge. And as the single electron traverses space-time, its magnetic field is intuition. Wisdom is the observation of such a phenomenon, its understanding as a whole and single phenomenon (despite the endless books written on each of the above concepts, after the grasp of such, wisdom would be the encapturing of all the above charge, electric field and magnetic field phenomenon as a single happening and inevitably linked event).

(Charge is a fundamental property of particle, as current thought/science (ie expert body of knowledge) suggests. Hence its analogy as the logic which is fundamental in our mind. Place a positively charged particle in the vicinity of an electron and the once invisible electric field becomes perceivable through the movement of the particle(s). Not that the field has any sort of existence outside of our mind, but that its derivation arises directly through deduction from the charge - hence its analogy with knowledge. Intuition is thus logic, but from a different frame of reference; from a higher, faster, limitless frame of reference the charge of the particle no longer has any significant individual existence but it is an arbitrary thought. From this limitless frame of reference the charge and electric and magnetic fields are the one and the same. This is then wisdom. And arriving at it utilises intuition. Both of which are more difficult to convey from the Broca's area of our brain compared to logic and knowledge.)

See also Poincare on intuition: he too is of the opinion that education in schools is suppressing intuition.

In school, when we learn, we should always balance it with our internal intuition. To do this requires hours and hours of silent contemplation, alone, about otherwise simple matters. Once we have unearthed our own intuition (which is easier done with feedback from logic and what the great academic aforetime have written) then we can adjust our understanding of what we are taught to fit with our intuition...(if we learn an equation but do not envisage what it would imply intuitively then there is no benefit in learning it) instead of learning something new all the time ("fish"), once we have polished our intuition it will be more deadly that all the facts we have learned ("learning to fish").

Bisillah.