| 1.4 |
Language and understanding
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There ia a limit to the average number of
words and of ideas a person generally understands today.
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For a person who has attended University,
it is likely they will have a good general understanding of around 50,000 to
80,000 discrete concepts and objects ranging from general household objects
through to general cultural history and society.
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| education level |
average number of comprehended concepts |
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Non educated worker |
10,000 to 30,000 |
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High school student |
30,000 to 50,000 |
| University graduate |
50,000 to 80,000 |
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| 1.4.1 |
Awareness of discrete concepts does not
denote intelligence |
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While there is an association between a
persons level of education and likely number of discrete concepts they
understand, this does not imply a better educated person has greater common
sense or wisdom than a person who has not attended the same level of education.
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In fact the nature of many systems of
higher learning across the world means people often know more facts with less
integrated synergy than people who have grown up and lived without a university
education. |
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For example, a person may be able to
recall thousands of facts but still unable to reconcile these into a singular
coherent structure. In contrast, a person living on the land may be able to
draw upon their own intuition to see a clear structure to the facts they know. |
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| 1.4.2 |
Language plays a fundamental part of
understanding and integration |
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Language plays a critical role in aiding
or complicating our understanding of the structure of ideas. |
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Words made up of different symbols make
vizual association impossible. The relationship say between Earth and Sun ( two
different sounding and differently lengthed words) takes time. |
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In contrast, symbols that enable a
literal and easy association of the two concepts can enhance our ability to
both learn new concepts and see their association. |
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