Often we speak of learning as if we were watching the open pages of every book we read, and then when the opportunity arises, we choose the appropriate site to read aloud to the sky. Still suffer from a paralysis of thought induced in pupils by the accumulation, aimless, accurate knowledge, indifferent and useless. The primary purpose of a university professor should be displayed in its true character, that is, as an ignorant man thinking, actively using that small portion of knowledge. In a sense, knowledge decreases with increasing wisdom, since the details are absorbed by the principles. The details of knowledge are important, they learn for good in every circumstance of life, but the habit of actively using well understood principles is the final possession of knowledge. They must be very clear the differences between education and data memory, and an education that is intelligent activity and search skills to continue learning and to effectively provide information, or devise new truth if necessary.
Usually related studies and learning with children. (This has already been observed Mannheim3). For the most was precisely what he had to go to school, who had received the basic quota of knowledge, that primary and definitive dose of truth with which I could rest easy. Being an adult was not to be studied further. There was not reason to continue learning. But that was valid for a culture is not stagnant in our time. Hence the growing importance of continuing education. In traditional thought, the end was only known to the professor.
The student had no idea where he was going, or what would you teach tomorrow or what it taught him what they were illustrating today. The man, no matter what their occupation or task, is naturally a philosopher can not but be even propose it. What happens is that his philosophy, the generality of men, is what others thought of him and the repertoire consists of more or less open to ideas and values with which account and from where they live regardless without worrying about knowing where you come from or they mean. The new vision of this nascent century education is to achieve thinkers, men and women capable of analyzing reality, the everyday environment. In the early school period, the student has been mentally hunched over his desk, in the university will stand up and recognize their surroundings. Must leave the details and begin to recognize the principles. Perhaps in this way, we can overcome the shortcomings of a society that making effective use of science is powerless to understand. We need to supplement the science of physical nature with the tenets of human reason. Higher periods of evolution, consistent with a being who can ask yourself and a glimpse of the infinity of spirit, her inner self. Thus, the understanding achieved by each person to study, you progress through knowledge, will be transmuted into principles guiding the holder to the prelude of wisdom, to knowledge of self. This should be our task today. Notes 1Werner Karl Heisenberg (1901-1976), German physicist and Nobel laureate who developed a mechanical system whose ca quantitative indeterminacy or uncertainty principle has had a profound influence on physics and philosophy of the twentieth century. 2John Dewey (1859-1952), philosopher, psychologist and educator U.S.. 3Karl Mannheim (1893-1947), German sociologist, founder of the sociology of knowledge.