FEELING AND READING
The debate between acquiring knowledge through experience/feeling/nature
and acquiring it through reading/study is a fundamental philosophical
discussion regarding epistemology (the study of knowledge). It pits
"learning by doing" against "learning by studying" and "intuition" against
"reason".
1. Knowledge Through Experience, Feeling, and Nature
This approach is rooted in empiricism and intuition, where knowledge is
gained by direct, personal interaction with the world and inner sensations.
Knowledge from experience is often more memorable and, in times of need,
more accessible than theoretical knowledge. It is highly applicable to
real-world situations, helping individuals navigate complex, unpredictable
scenarios that, as one phrase goes, "cannot be determined by theories".
Experiences (including those in nature) cultivate empathy, resilience, and
emotional intelligence—qualities that are difficult to teach through books.
This path includes "gut feelings" and immediate perception, often referred
to as intuition, which can provide insights faster than analytical
reasoning. It is time-consuming, expensive, and sometimes dangerous (e.g.,
learning about safety through an accident).
2. Knowledge Through Reading, Study, and Reason
This approach relies on gathering information through books, testimony, and
intellectual, structured learning. A person cannot experience everything
in a lifetime. Reading allows a person to gain the lifetime wisdom of
others in a few hours. Reading provides the essential, theoretical backbone
that helps make sense of experiences. It allows for the acquisition of
knowledge regarding historical events, distant places, or specialized
fields (like quantum physics) that cannot be directly experienced. It
exposes the reader to viewpoints different from their own and stimulates
"big picture" thinking. It can be abstract, leading to "bookish" knowledge
that lacks practical application.
Most perspectives agree that neither source alone is sufficient and
that the best knowledge is a combination of both. "Reading books builds a
great theoretical foundation, but nothing compares to the hardship of real
life." "Books are the skeletons to the experience we want to apply their
knowledge to." "Knowledge from the books is 'recorded experiences' of
experts...but unless we are exposed to the reality, we do not understand
the depth." The best approach is to use reading to acquire the necessary
theory and then use experience to test and internalize that knowledge,
creating a loop of continuous learning.
Knowledge is acquired through a process of gaining information,
thinking, applying curiosity, analysis, synthesis, logic, and evaluation to
form new knowledge. - Knowledge is important as it gives power to humans,
promotes mental development and adjustment, increases success, drives.
Epistemology is an area of philosophy concerned with the nature and
justification of human knowledge. It is that field of philosophical inquiry
which investigates the origin, nature of knowledge, methods, validity and
limits of knowledge.
Epistemology is the branch of philosophy concerned with the theory
of knowledge. It is the study of the nature of knowledge, justification,
and the rationality of belief. There is so much disagreement over what are,
exactly, the different types of knowledge that an agreed-upon “master
list” simply does not exist. This is because knowledge is
purely philosophical; debates span centuries, arguments supersede fact,
and everyone has a different opinion about what is or is not knowledge.
Knowledge is a familiarity, awareness, or understanding of someone or
something, such as facts, information, descriptions, or skills,
which is acquired through experience or education by perceiving,
discovering, or learning.
This kind of knowledge is gained by first having an experience (and the
important idea in philosophy is that it is acquired through the
five senses) and then using logic and reflection to derive
understanding from it. In philosophy, this term is
sometimes used interchangeably with empirical knowledge, which is
knowledge based on observation. It is believed that A priori knowledge is
more reliable than a posteriori knowledge. This might seem
counter-intuitive since in the former case someone can just sit inside of a
room and base their knowledge on factual evidence while in the latter case
someone is having real experiences in the world. But the problem lies in
this very fact: everyone’s experiences are subjective and open to
interpretation. The defining feature of explicit knowledge is that it can
be easily and quickly transmitted from one individual to another(s). It
also tends to be organized systematically. Whereas explicit knowledge is
very easy to communicate and transfer from one individual to another, tacit
knowledge is precisely the opposite. Non-propositional knowledge, which is
better known as procedural knowledge.
In summary, development is a positive transformation of the country’s
economic activity from its current status to a more improved status. It is
however a lengthy process that requires the total commitment of the
government and residents within a country. This can be done by promoting
local institutions which are responsible for nurturing and developing
skills and knowledge amongst the people living in the country. By so doing,
domestic production and trade are improved. Equally important, the
government should ensure that it has a well-established network of
infrastructural facilities ranging from roads, hospitals, schools, banks,
urban centers and markets, water and power connections, all of which are
important facets to the economic growth and development of a country.
Indeed, developing countries should efficiently utilize information and
communication technology to enhance efficiency in their domestic trade,
more so by taking the advent of the ICT which will ensure easy and
effective communication in the economy. All these should be synchronized
together in order to ensure a sustainable growth and development process
within the developing and less developed countries; indeed, the case of
Singapore gives a clear view of how internal knowledge can promote
development.
Development is always supported by knowledge and skills proficiency
within the workforce. Basically, countries with people who possess skills
and knowledge have always registered a higher social, economic, and
political growth than those with the majority of unskilled people. This is
because knowledge and skills encourage creativity and innovativeness which
are vital to a country’s development. It is believed that a country
dominated by the unskilled labor force suffers relatively reduced wages and
heightened unemployment levels. In some cases, a country may suffer from
the two problems. It is because of this reason that the growth rate of the
developing and the less developed nations has continued to be low compared
to that registered in the developed countries. Noe decide whether
downtrodden economy is only due to knowledge or mere non application of
mind of people’s do cause the negative aspects of the economics.
K Rajaram IRS 4226
On Wed, 4 Feb 2026 at 06:43, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*
>
> Feeling-Vs-reading
>
>
>
> Gods or Successes on the one side, and Devils or failures on the other
> side, chilled the ocean of milk or nature using Vasuki or the great snake,
> to get the ultimate distillation or the ultimate education or Amrut (the
> deathless enlightenment) as regular education, throughout one’s life after
> life after life after of after, on and on in the infinity. Today the great
> ocean of milk is poisoned continuously, creating counterfeit successes and
> corroding failures. The ocean of milk or nature is completely spoiled, and
> there is no chilling for Amrut. We use the one sided Devils to do economics
> or the poisoning of the ocean.
>
> If you can see everything, atoms, particles, energies, molecules etc, then
> you find the atoms and particles etc, leaving you and new atoms and
> particles entering you, making you aware of the basic fact that you are a
> functioning limb of nature. You cannot even find yourself as you see you
> now. You also cannot see I, We, You, He, She, They and It. You get freedom
> from the suffocating 00.0035% of the totality (The Visible Spectrum) and
> enter the total ocean of milk or nature, where you can only feel and cannot
> see.
>
> Today, thanks to economics and the poisoning of land, water and air, the
> real source of Amrut or real education is gone. Education as feeling died.
> There is no free and healthy nature to feel and get education. The hapless
> students are forced to only see and read in the 00.0035% jail or the
> visible spectrum. The remaining 99.9965% of the totality, the totality
> which cannot be seen but only felt is gone.
>
> The real education which happens with atoms and particles entering you and
> leaving you and new atoms and particles entering and leaving, on and on, is
> lost in the education or feeling the participation as education. The very
> flow of education directly from nature died. Like the galley slaves tied to
> benches and who rowed away ships throughout their lives, the students are
> forced into the visible spectrum and read, read and read, the matter
> printed in the books or get restricted to computers. The overseers used
> lashes to make the slaves row, today the Universities use the low marks
> sheet or low grades to do the lashing, so that the students do not leave
> the 00.0035% jail.
>
> Then they are selected for economic life away from nature by the new slave
> owners, who have substituted the enslaved nature itself to do economics. No
> University today, has a free nature park, where the students meditate and
> feel nature for education or get access to the invisible 99.9965% of the
> totality. They get glorified when they develop inventions or the mechanical
> manipulations of nature. They are not allowed to feel nature and experience
> discoveries and revelations from free nature. They are trained to damage
> nature as their education and they are not even allowed into the free
> nature, so that nature too gets a chance to educate them. The lash of low
> marks and low grades keeps them in line as the galleyed students.
>
> We get orations about the Right for Freedom, while the very access to real
> education from free nature is eliminated.
>
> Vasuki, the great snake is not allowing its use for chilling. Instead it
> is poisoning with economics.
>
> YM Sarma
>
>
>
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