41 Sentences With "desire for knowledge" | Random Sentence Generator

One more thing Mercury and Jupiter have in common is their desire for knowledge.

Pisces is a deeply emotional sign, but less known is Pisces' desire for knowledge and understanding.

Green said that during their research phase, he learned that people have a real desire for knowledge for how things are made.

Consumed with the desire for knowledge, Leonardo told us more about the world than seems possible, and next to nothing about himself.

"This is not the place to speculate how society will achieve a balance between its desire for knowledge and its desire for privacy," he insisted.

While these characterizations feel true, it seems to me that one of the motivations driving the poems is the poet's desire for knowledge, which he pursues without making any grand claims for this yearning.

The laudable desire for knowledge and training is converted into propaganda for a corrupt higher education system that lures people onto courses (often of questionable use to the individual) and off the employment register, while perpetuating the assets-to-debt swapping regime.

Discovering vs. Despising. The "despisers of their fellows" lack the "ardent desire for knowledge" that the true scientific spirit will always have—and so the progress of science will never be stopped by them. Bernard writes: :Ardent desire for knowledge, in fact, is the one motive attracting and supporting investigators in their efforts; and just this knowledge, really grasped and yet always flying before them, becomes at once their sole torment and their sole happiness….A man of science rises ever, in seeking truth; and if he never finds it in its wholeness, he discovers nevertheless very significant fragments; and these fragments of universal truth are precisely what constitutes science.

Kety became a pharmacology instructor at the university. Commonly known as a great teacher, Seymour was very popular among his students. Soon, everyone that knew Kety learned that he had a profound interest in cerebral circulation. His desire for knowledge was mostly to understand the process and to measure the flow of blood.

Her desire for knowledge is > great, and her perseverance in everything she undertakes is almost > invincible. My own daughter is, I believe, very pretty; Fanny is by no means > handsome, but in general prepossessing.Qtd. in Locke, 219. The intellectual world of the girls was widened by their exposure to the literary and political circles in which Godwin moved.

He had a calmer side—perceptive, logical, and calculating. He had a great desire for knowledge, a love for philosophy, and was an avid reader. This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn. His intelligent and rational side was amply demonstrated by his ability and success as a general.

This motivational desire has been said to stem from a passion or an appetite for knowledge, information, and understanding. These traditional ideas of curiosity have recently expanded to look at the difference between curiosity as the innate exploratory behavior that is present in all animals and curiosity as the desire for knowledge that is specifically attributed to humans.

Overall, Laclède is said to be a reflection for desire for knowledge that filled his whole family. In 1755, Laclède arrived in New Orleans at the age of 26. The cause of his trip is argued about; some historians believe he was traveling for pleasure. Others say that he was looking to make his fortune in the new lands, as done by many other younger sons.

The love of the art and nature, and an insatiable desire for knowledge remained throughout his life. He had also a deep concern for human beings, their troubles and difficulties. Already as a boy, people confided in him, or would ask for advice because of his ability to listen with sympathy and understanding. He and his friends spent much time climbing in the mountains, reading plays together, singing and making music.

Saruman is one of several characters in the book illustrating the corruption of power; his desire for knowledge and order leads to his fall, and he rejects the chance of redemption when it is offered. The name Saruman () means "man of skill or cunning" in the Mercian dialect of Anglo-Saxon; he serves as an example of technology and modernity being overthrown by forces more in tune with nature.

As a consequence Mary was sent to the village school to learn plain needlework. The youngster "was annoyed that my turn for reading was so much disapproved of, and thought it unjust that women should have been given a desire for knowledge if it were wrong to acquire it." The village school master came to the house on several evenings in the week to teach Mary. He taught her how to use the two small globes in the house.

As a result of these outside sources, and not a genuine desire for knowledge, students often do the minimum amount of work necessary to get by in their classes. This then leads to average grades and test grades but no real grasping of knowledge. Many students cited that "assignments/content was irrelevant or meaningless" and that this was the cause of their apathetic attitudes toward their schooling. These apathetic attitudes lead to teacher and parent frustration.

The astronomical numbers of unperceived and unexpected features become evident, "intuitively presented," only by further observation. But the focus is not about "being," but about being the questioner. Every structure in a questioner's desire for knowledge mediates meaning, and even the sciences factor into "dharma," principles that order understanding. The act of becoming, or "being the questioner of being" transcends self-contained content and finds expression in conscious questioning, a process that returns self to experience and knowing.

The play exposes how an Asian teenager look unto the cultural elements of the Western humanistic tradition, overcoming not only its formalism, but at the same time laying the foundations for an effort toward self-knowledge. Depicting Olympian deities discussing Western literary standards, it becomes a reference text of literary criticism in the Philippines. Rizal further explores the true meaning of human desire for knowledge and designs the guidelines for a Filipino speculative thought.CCP Encyclopedia of Philippine Art, Vol 7.

171 Lacan himself was of course exposed to exactly the same criticism: "My own conception of the dynamics of the unconscious has been called an intellectualization – on the grounds that I based the function of the signifier in the forefront".Jacques Lacan, The Four Fundamental Concepts of Psycho-Analysis (London 1994) p. 133 Freud himself accepted that he had a vast desire for knowledge;Quoted in Gay, Reading p. 49 and knew well how theorising can become a compulsive activity.

In Mary Shelley's Frankenstein, Victor Frankenstein, driven by his insatiable desire for knowledge and enlightenment, creates a monster using body parts from deceased criminals in an attempt to make the perfect human being, one who is stronger and smarter than all others. Shortly after, Frankenstein regrets his creation and deserts it. The monster, endowed with superhuman strength and speed, torments Victor and his closest friends and family. The monster incites fear in Dr. Frankenstein as well as in the minds of villagers in the surrounding towns.

For the urban poor without work it's even worse, unemployment is described as "uprootedness squared." The gulf between high culture from the mass of the people that has been widening since the renaissance is another factor contributing to up rootedness. Education now has only limited effect in helping to create roots as academic culture has lost its connection both with this world and the next. Many academics have become obsessed with learning not for a desire for knowledge for its own sake but due to the utility it offers for attaining social prestige.

They departed in 1863 with a Dutch physician Dr. J. L. C. Pompe van Meerdervoort, who had set up the first teaching hospital for western medicine in Nagasaki. The two Japanese students were put in the care of Professor Simon Vissering, who taught Political Economy, Statistics and Diplomatic History at the University of Leyden. They developed a genuine friendship with Vissering who was conscious of the long- standing friendship between Japan and the Netherlands through Dejima. He felt that the students' desire for knowledge would make them likely future participation in Japan's modernization.

Phadke had been questioning, challenging and attacking almost every aspect of theory and practice of REBT. Dr. Eliis, perhaps the world's best authority on the subject, also kept sending him various books as well as articles. In 1987, Windy Dryden, a professor of Psychotherapeutic Studies at Goldsmiths, University of London expressed his wish to see this correspondence. He was very much impressed after reading these volumes and also wrote to Phadke saying that he (Phadke) really had an insatiable desire for knowledge and his attention to detail was worthy of an academic.

Dante treats Ulisse, with his "zeal …/ T'explore the world", as an evil counsellor who lusts for adventure at the expense of his family and his duties in Ithaca. Tennyson projects this zeal into Ulysses' unquenched desire for knowledge: And this gray spirit yearning in desire To follow knowledge like a sinking star, Beyond the utmost bound of human thought. (30–32) The poet's intention to recall the Homeric character remains evident in certain passages. "I am become a name" (11) recalls an episode in the Odyssey in which Demodocus sings about Odysseus' adventures in the king's presence, acknowledging his fame.

One of his first major works depicted the body of Otto III being carried across the Alps to Germany. In 1872, he was named a Professor at the Grand-Ducal Saxon Art School, Weimar, but his attendance was apparently rather sporadic as he took numerous study trips throughout Europe. He returned to Düsseldorf in 1876 and lived there for the rest of his life. Among the best known works from this later period are a series of "Nischenbilder" (niche paintings) for the (Town Hall), depicting the Love of Art, Industriousness, Desire for Knowledge (Wissensdrang) and Patriotism.

The father, deeply suffering from his bereavement, became negligent of his business matters, so that his circumstances and means of supporting his family were greatly reduced. Pittsinger early exhibited a disposition impulsive, daring, precocious; she cherished an unusual desire for knowledge of all kinds, and availed herself of all educational opportunities. At the age of 14, she took charge of the house for her father, two brothers, and a sister, and walked to teach a school; and at the same time instructed at home a younger brother and sister. At 16, she was teacher of a school in western New York, composed mostly of boys much older than herself.

The student who scored highest in his or her exams province-wide would be awarded the Prince of Wales Scholarship; during the matriculation era, UTS students won thirteen Prince of Wales Scholarships. Although matriculation exams would eventually be abolished in the 1960s, UTS students had been calling for change since the late 1930s in the form of valedictory addresses and protests. Addresses in 1963 and 1966 targeted the tendency for matriculations to reduce "a tangible desire for knowledge", producing instead "a mind that cannot think for itself". In 1967 the valedictory address lambasted a number of teachers and administrators who had been responsible for rigidly holding UTS to its past.

This discovery brought the concept of the beginning of the Universe within the province of science. Today, scientists use two theories, Albert Einstein's general theory of relativity and quantum mechanics, which partially describe the workings of the Universe. Scientists are still looking for a complete Grand Unified Theory that would describe everything in the Universe. Hawking believes that the discovery of a complete unified theory may not aid the survival of our species, and may not even affect our life-style, but that humanity's deepest desire for knowledge is justification enough for our continuing quest, and that our goal is nothing less than a complete description of the Universe we live in.

Saruman the White is leader of the Istari and of the White Council, in The Hobbit and at the outset in The Lord of the Rings. However, he desires Sauron's power for himself and plots to take over Middle-earth by force, remodelling Isengard along the lines of Sauron's Dark Tower, Barad-Dur. Saruman's character illustrates the corruption of power; his desire for knowledge and order leads to his fall, and he rejects the chance of redemption when it is offered. The name Saruman means "man of skill or cunning" in the Mercian dialect of Anglo-Saxon; he serves as an example of technology and modernity being overthrown by forces more in tune with nature.

One of the key recommendations of this committee was to extend high school courses by one year, introducing the idea of a school certificate examination after completing four years of secondary schooling, followed by two additional years that would result in acquiring a higher school certificate that would be accepted for university matriculation. The committee also advocated for a wider curriculum rather than a secondary education system that comprised numerous specialised courses, their idea was that secondary schooling was "to educate for living and to awaken in the student the desire for knowledge" Telfer was the president of the Australian Federation of University Women between 1958 and 1960. In 1966, Telfer became the first woman to be appointed to the New South Wales Parole Board.

Ulysses turns his attention from himself and his kingdom and speaks of ports, seas, and his mariners. The strains of discontent and weakness in old age remain throughout the poem, but Tennyson finally leaves Ulysses "To strive, to seek, to find, and not to yield" (70), recalling the Dantesque damnable desire for knowledge beyond all bounds. The words of Dante's character as he exhorts his men to the journey find parallel in those of Tennyson's Ulysses, who calls his men to join him on one last voyage. Quoting Dante's Ulisse: 'O brothers', said I, 'who are come despite Ten thousand perils to the West, let none, While still our senses hold the vigil slight Remaining to us ere our course is run, Be willing to forgo experience Of the unpeopled world beyond the sun.

QP explores and interrogates the student/teacher relationship, the role of identities in the classroom, the role of eroticism in the teaching process, the nature of disciplines and curriculum, and the connection between the classroom and the broader community with a goal of being both a set of theoretical tools for pedagogical critique / critique of pedagogy and/or a set of practical tools for those doing pedagogical work. The pedagogy focuses on the crisis of knowledge production that result from epistemological limits and regimes of power. Particularly, the pedagogy operates in a situation where the desire for knowledge is inhibited by the repetition of the heterosexual and queer normalization. One of the ways that these are addressed in this framework is by drawing attention to the unease and uncertainty regarding what one thinks and knows.

The story is based on the life of Sor Juana Inés de la Cruz as she travels from her uncle's home to the court of the viceroy of New Spain to a convent run by Carmelite Nuns. It shows Juana's struggles as she tries to find a safe haven in order to pursue her intellectual development as a woman with a damaging past. She faces harsh opposition from the leaders of the Catholic Church and the Spanish Inquisition who are horrified by Juana's intelligence and her desire for knowledge as a woman. The story tries to explain some of the mystery surrounding the life of Sor Juana Inés de la Cruz: her uncertain relationship with the church hierarchy, the nature of her affections, and the reason for her sudden, seemingly self-imposed silence.

The play is loosely based on Shakespeare's play The Tempest, and centers on the character Caliban, the monster son of Sycorax, and his desire for knowledge. The passage taken from The Tempest, which is the inspiration for the masque, is when Prospero says, The character of Caliban is meant to represent the "passionate child-curious part of us all": Caliban is depicted as a much more primitive character than Prospero or Ariel, in his pursuit of the art of Prospero. These are not meant to be direct characters from Shakespeare's play but rather symbolic representations of what these characters mean in the context of his play. MacKaye was less worried about telling the journey of these characters in a story rather than present to the audience a piece of poetry meant to resonate with them on a deeper level.

Parliament should therefore authorise loans to assist immigration as they had formerly loans to assist improvements in the distressed areas. With the population reduced, the area could be made more resilient against future crises by giving crofters greater security of tenure (so giving them some incentive for agricultural improvement), by instruction in agriculture and the management of stock, and by better education. "Increased and improved means of education would tend to enlighten the people and to fit them for seeking their livelihood in distant places, as well as tend to break the bonds that now confine them to their native localities", but education should not simply be in the "three Rs"; it should also seek to excite a desire for knowledge in which respect education in the Highlands was currently deficient. This led to the creation by January 1852 of the Highland and Island Emigration Society by Trevelyan and McNeill .

Irina Spalko (Cate Blanchett) is a Russian mobster born in a small village in the eastern regions of the Ukrainian Soviet Socialist Republic, she was believed by those in her village to be a witch as her apparent psychic powers began to manifest themselves through animal control. She is skilled in fencing and hand-to-hand combat and is Indiana's main antagonist as she brings the crystal skull to Akator to utilize the power there for her crime syndicate to create a drug and gun monopoly. Her desire for knowledge proved her undoing when the crystal skull entity grants her desire to know everything, overloading her mind and causing her to disintegrate as her scattered essence is teleported to another dimension. Frank Marshall said Spalko continued the tradition of Indiana having a love–hate relationship "with every woman he ever comes in contact with".

Christen Sørensen Longomontanus (also as Longberg or Severin) (4 October 1562 – 8 October 1647) was a Danish astronomer. The name Longomontanus was a Latinized form of the name of the village of Lomborg, Jutland, Denmark, where he was born. His father, a laborer called Søren, or Severin, died when Christen was eight years old. An uncle took charge of the child, and had him educated at Lemvig; but after three years sent him back to his mother, who needed his help to work the fields. She agreed that he could study during the winter months with the clergyman of the parish; this arrangement continued until 1577, when the ill-will of some of his relatives and his own desire for knowledge caused him to run away to Viborg. There he attended the grammar school, working as a labourer to pay his expenses, and in 1588 went to Copenhagen with a high reputation for learning and ability.

Cup from 2007 with the Collegium Polonicum logo In 2014, following an initiative of the Collegium Polonicum’s administrative director Krzysztof Wojciechowski, the municipality of Słubice erected a Monument to Wikipedia on Frankfurt Square (Plac Frankfurcki) situated just a few steps away from the Collegium Polonicum. As reason for the promotion of a Wikipedia Monument in this place, Krzysztof Wojciechowski stated that he sees "explicitly in Słubice and Frankfurt the same motive, the same spark as with the Wikipedians": "May this monument remind us that thanks to determination, the desire for knowledge and the overcoming of one's own borders, a better future for the border area, Europe and the entire human race is conceivable." In the period of the Collegium Polonicum's establishment and its first years of operation (i.e. from 1996 to 2006), it constituted a popular venue for meetings and speeches of Polish, German and European politicians, who exploited its aura of an emerging exceptional place for Polish-German reconciliation and European integration.

Hannah Arendt stated that Immanuel Kant distinguished between Vernunft ("reason") and Verstand ("intellect"): these two categories are equivalents of "the urgent need of" reason, and the "mere quest and desire for knowledge". Differentiating between reason and intellect, or the need to reason and the quest for knowledge, as Kant has done, according to Arendt "coincides with a distinction between two altogether different mental activities, thinking and knowing, and two altogether different concerns, meaning, in the first category, and cognition, in the second". These ideas were also developed by Kantian philosopher, Wilhelm Windelband, in his discussion of the approaches to knowledge named "nomothetic" and "idiographic". Kant's insight to start differentiating between approaches to knowledge that attempt to understand meaning (derived from reason), on the one hand, and to derive laws (on which knowledge is based), on the other, started to make room for "speculative thought" (which in this case, is not seen as a negative aspect, but rather an indication that knowledge and the effort to derive laws to explain objective phenomena has been separated from thinking).

Steiner begins exploring the nature of human freedom by accepting "that an action, of which the agent does not know why he performs it, cannot be free," but asking what happens when a person becomes conscious of his or her motives for acting. He proposes (1) that through introspective observation we can become conscious of the motivations of our actions, and (2) that the sole possibility of human freedom, if it exists at all, must be sought in an awareness of the motives of our actions.Wilson, Chapter 1 "Conscious Human Action" In Chapter 2, "The Fundamental Desire for Knowledge," Steiner discusses how an awareness of the division between mind, or subject, and world, or object, gives rise to a desire to reestablish a unity between these poles. After criticizing solutions to this problem provided by dualism in the philosophy of mind and several forms of monism as one-sided, Steiner suggests that only by locating nature's manifestations within our subjective nature can we overcome this division. In Chapter 3, "Thinking in the Service of Knowledge," Steiner observes that when confronted with percepts, we feel obliged to think about and add concepts to these: to observation we add thinking.