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The ability to perceive or think differently is more important than the knowledge gained.
--
As quoted in New Scientist (February 1993), p. 42

 

David Bohm

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Philosophical knowledge is the knowledge gained by reason from concepts; mathematical knowledge is the knowledge gained by reason from the construction of concepts.

 

Immanuel Kant

 

The first step is the last step. The first step is to perceive, perceive what you are thinking, perceive your ambition, perceive your anxiety, your loneliness, your despair, this extraordinary sense of sorrow, perceive it, without any condemnation, justification, without wishing it to be different. Just to perceive it, as it is. When you perceive it as it is, then there is a totally different kind of action taking place, and that action is the final action. Right? That is, when you perceive something as being false or as being true, that perception is the final action, which is the final step. Now listen to it. I perceive the falseness of following somebody else, somebody else’s instruction — Krishna, Buddha, Christ, it does not matter who it is. I see, there is the perception of the truth that following somebody is utterly false. Because your reason, your logic and everything points out how absurd it is to follow somebody. Now that perception is the final step, and when you have perceived, you leave it, forget it, because the next minute you have to perceive anew, which is again the final step.

 

Jiddu Krishnamurti

 

In the natural sciences, language (mathematics) is a useful tool: like the microscope or telescope, it enables us to see what is otherwise invisible. In the social sciences, language (literalized metaphor) is an impediment: like a distorting mirror, it prevents us from seeing the obvious.
That is why in the natural sciences, knowledge can be gained only with the mastery of their special languages; whereas in human affairs, knowledge can be gained only by rejecting the pretentious jargons of the social sciences.

 

Thomas Szasz

 

What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavour. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework.

 

Aga Khan IV

 

The notion of being an “enlightened” person does not reduce simply to that of being a person who has highly developed cognitive abilities or disposes of a vast stock of knowledge; neither does it reduce to the idea of being a morally good or socially useful person. “Enlightenment” is not a value-free concept because it is connected with some idea of devoting persistent, focused attention to that which is genuinely important in human life, rather than to marginal or subsidiary phenomena, to drawing the “correct” conclusions from attending to these important features—whatever they are—and to embodying these conclusions concretely in one’s general way of living. It involves a certain amount of sheer knowledge, an ability to concentrate and reflect, inventiveness in restructuring one’s psychic, personal, and social habits; but to be enlightened is not to “have” any bit of doctrine, but to have been (re)structured in a certain way.

 

Raymond Geuss