I forgot to mention that the book, Learning What To Ignore: Connecting Multidiscipline Content and Process, 2013, Sense Publishers, closely elates to what is said here.
I share Conrad's confusion with the statement: "experience never flowers into the beauty of understanding".
A degree earned, in any given area, does not make one "a professional" (let's say) in that field. Professionalism is gained in/with time, real life testing . . . in/thru one's experience. College "spoon feeds" a student (it did for me, anyway)! Experience is where the fruit is found. Facts are facts. Experience DOES lead to the beauty of understanding. (Because with/in "experience" . . . "YOU FEED" YOURSELF)
As an added note: IF WE ARE NOT FREE TO GROW IN UNDERSTANDING . . . WE never WILL (understand).
John 8:32 Then you will know the Truth (God/Jesus/Spirit) and "The Truth" will set you FREE! Love this . . . love you!
My humble opinion. Respectfully submitted.
There is a difference between objective knowledge and subjective knowledge. Not stating this in the beginning amounts to confusing a listener. Subjective knowledge has the attributes mentioned by the speaker, but there is a gotcha: one has to prepare one's mind to be able to do this efficiently. There are various methods mentioned in various traditions for this. Some speakers assume we are all perfect for this or understate this.
On Mar 28, 2013 Conrad P. Pritscher wrote :
There is a range of learning from learning nonsense syllables to one's learning that which one is looking for is that which is looking.. I was disrupted with his statement: "experience never flowers into the beauty of understanding." Being aware of the beauty of understanding is an experience. One way of looking at the difference between accumulating knowledge and learning is to notice that Adolf Hitler and Saddam Hussein accumulated much knowledge. One could also notice that they had not learned. Present day schooling and much University teaching often relates to accumulating knowledge rather than high quality learning. It seems to me that high-quality learning needs a freer, ungraded environment where one can explore what one finds to be remarkable, interesting, and important. Coercive school learning often prevents that from happening and the coercion tends to destroy curiosity. If we allow ourselves to be curious we can become open-minded self-directing lovers of learning. When that occurs we are often compassionate and notice that we are more connected than disconnected to everyone and everything. Thank you for the opportunity to respond. Warm and kind regards to everyone.