May 2016
Hope to say, “I want you to stay”
A crucial time for you to convey.
Confusing steps, and raillery play
My aims and concepts previously stray.
Fastened bottle of my endless desire
Courage to reveal, because heart can’t lie.
The panic starts when I see you inspire
Of a unique impact that hits me so high
Analytic reasons and my effort to hide
The simple image, stuck on my mind
Your absence affects my sight like a blind
The presence of you...
@R.A
A crucial time for you to convey.
Confusing steps, and raillery play
My aims and concepts previously stray.
Fastened bottle of my endless desire
Courage to reveal, because heart can’t lie.
The panic starts when I see you inspire
Of a unique impact that hits me so high
Analytic reasons and my effort to hide
The simple image, stuck on my mind
Your absence affects my sight like a blind
The presence of you...
@R.A
Inert knowledge is information which one can express but not use. The process of understanding by learners does not happen to that extent where the knowledge can be used for effective problem-solving in realistic situations.[1]
The phenomenon of inert knowledge was first described in 1929 by Alfred North Whitehead:[2]
"[T]heoretical ideas should always find important applications within the pupil’s curriculum. This is not an easy doctrine to apply, but a very hard one. It contains within itself the problem of keeping knowledge alive, of preventing it from becoming inert, which is the central problem of all education."
— Whitehead 1929
https://en.wikipedia.org/wiki/Inert_knowledge
The phenomenon of inert knowledge was first described in 1929 by Alfred North Whitehead:[2]
"[T]heoretical ideas should always find important applications within the pupil’s curriculum. This is not an easy doctrine to apply, but a very hard one. It contains within itself the problem of keeping knowledge alive, of preventing it from becoming inert, which is the central problem of all education."
— Whitehead 1929
https://en.wikipedia.org/wiki/Inert_knowledge
