This is not to say that facts are unimportant to daily life (e.g., giving erythromycin instead of penicillin to a patient; a steel beam can hold only so much weight). But the learning process must create the necessary space for movement of our attention and openness to novelty. We tend to practice learning as a regurgitation of memorized facts rather than possible ideas. When the questions are directed toward facts alone, I pay attention to the narrow bandwidth of facts, closing myself off to a vast array of other possible questions and answers. Thus I fail to see goodness and beauty in places
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