Csaba Kota

“All learning arises through doing, but the most frequent problem is the “learning,” not the “doing.” Our organizations and societies are full of doing but deficient in learning. I believe there is no more telling indicator of the absence of collective wisdom than the inability to learn as we go. It is characterized by rigidness and dogma. It is characterized by low trust and the inability to talk about difficult subjects where people must recognize their shortfalls. It is characterized by maintaining a façade of confidence and competence that masks insecurity and fear of failure. Conversely, collective wisdom is most evident in quiet confidence that our “not knowing” is our strength, that the ability to ask deep questions is more important than offering superficial answers— and that imagination, commitment, patience and openness, and trust in one another will consistently trump IQ over the long haul.”
― Alan Briskin, The Power of Collective Wisdom: And the Trap of Collective Folly

“Apt as it may have been for another time, the “learn, earn, and then return” model is inadequate for today. It no longer fits our society or the needs of new generations. A more useful and frankly gratifying model is to blend all three into every year of your career. We must constantly be learning, earning, and returning. Continual learning is a constant of successful careers, and many of those who wait to give back never get there. And even if they do, they miss 30 or 40 years of the pleasure of living with a guiding larger purpose.”
― Aaron Hurst, The Purpose Economy: How Your Desire for Impact, Personal Growth and Community Is Changing the World

“There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.”
― Olaf Stapledon, The Last and First Men

“And even as I'm kissing him and kissing him and kissing him, I wish I were kissing him, wanting more, more, more, more, like I can't get enough, never will be able to get enough.”
― Jandy Nelson, I'll Give You the Sun