Foreword

The following are just a few concepts that is perceived to describe the ‘layout of knowledge’, an effective means to obtain it, concepts that negatively impact the process and additionally benefits one could derive from it. This is not presented as completely whole or accurate. But rather a simplification of what is presented to each and every person. Possibly it will provide a contrasting view of knowledge and it’s underlying value and in turn cause an idea or concept to be created within another person.

It is of an opinion that the highest and noble purpose of a human is the pursuit of increasing Awareness. Awareness is based on Knowledge, gained through a self-driven desire to learn. With each new thing learned, a new inter-connection between concepts can be created. This in turn can increase Awareness. The increase in Awareness provides a deeper appreciation for the experience of being human. 


Learning to Learn

Information is fragmented and dispersed. A long list of sources like books, stoneworks, artworks, scrolls old and new. The list is long. There is also the ever growing areas of study that seem to continuously branch off, always becoming more narrow. 

There are a few detrimental results that arise from this. Over generations it leads to a gradual loss of awareness, of how it all connects together and how simple the learning process really is. Possibly as a side effect of that we have an increase in the perception that learning is a difficult, ardous and a task of limited rewards. 

Even though knowledge is not whole, it is still possible to easily learn. There are similarities that appear to be present in various materials and types. Which is not affect by the passage of time, depth, breadth or level of fragmentation. Viewing the sea of knowledge with awareness of the similarities, learning then becomes an engaging self-driven practice.


The Tree of Knowledge

The similarities that are shared in various sources of knowledge ‘from the perspective of the person learning’ are:

1)	Yourself.
2)	The Author.
3)	The Central Concept or Theme.
4)	A corealation of information from the Author’s perspective.
5)	The Author’s reference to other Materials, Terminology and People.


All trees have a trunk and from the trunk we have branches and theses branches have branches as well. Each branch viewed alone looks very similar to the tree it came from. Like a smaller version of it.

The person learning should be thought of the trunk of their “Knowledge Tree”. In turn the Primary Branches coming from the trunk could be considered specific areas of interest the person has. These interests do not have to conform to any ‘generic’ conventional name, subject, discipline or area of study. A general idea is enough for a Primary Branch to exist.

From the Primary Branch are Sub-Branches. The Sub-Branches can be defined as the Author of a source of material or the Theme or Concept the Author is presenting. Knowing that there are any multitude of authors for any given interest, we can in turn have numerous Sub-Branches for each one.

The branches grow from Sub-Branches are gained from the ‘external references’ the Author provides in the material. This could be references to other People, Materials or Terminology. Simply put, if something grabs your interest follow it. If followed, another branch is created.

This is the basic pattern that is created in each Primary Branch. As a whole the Knowledge Tree displays a fractal pattern of knowledge growth. It is also the pattern represented in materials in which knowledge is found. From the earliest written record to the most current. 

From any given material it is highly possible to follow the fractal branches back through time to the first recorded acknowledgement of a concept. The path is defined by the Author of the material, by providing external material references, names of people and terminology. Each of which is a branch that can be followed from the initial material that gradually goes back in time. 

Though the pattern is a natural occurance, if enough attention is paid, one can see where the tree has been ‘pruned’. Occasionally there is a path around the pruned area.



Growing the Knowledge Tree


When pursuing a branch of interest or rather gaining knowledge of an interest, we are presented with the sea of knowledge. Some things to be aware of that can reduce or remove the internal desire or urge to pursue understanding:

1)	One Size Fit’s All Learning Methodologies.
2)	Fractionization of Study Time.
3)	Reduction of Contemplation Time.
4)	Reduction of Integration Time (Sleep).

Each person has their own desires. These desires are what guide our interests and they also provide the motivation to satisfy our interests. Desires and Interests are variable from person to person. In additional each person has varied time durations for the last three of the four noted items above. Also adding more variety is that each person has various respectivity level’s in relation to any specific media in which knowledge is presented. 

This makes it quite clear that ‘One Size Fit’s All Learning Methods’ will not work. Instead, the best possible way to gain knowledge and understanding is simply by following ‘Your Own Interests and Curiosity’. 

Fractionization of Study Time occurs when one attempts to gain knowledge outside of the most effective learning times and/or environments. For the majority of people the most effective time is the hours just after waking. These being the most valuable hours for mental ability, one should consider where and how they are spent.

In regards to Contemplation Time. After study, or absorbing material it is best to allow a period of un-interrupted time to mentally go over the material. This allows the brain to locate intial corealations with previously gained information. These are the ‘Aha!’s, ‘Moments of Clarity’ or instances of ‘Becoming Aware’. It can also be see as the instant gratification of learning. It is possibly the time when personally important concepts are connected as well.

Sleep. During this time corealations are made as well. But mainly it’s the more subtle ones. The connections made during sleep are the ones that provide you with the oft spoken concepts of ‘it felt right/wrong’ or gives weight/strength to the feeling of ‘following your instincts’.

Allowing yourself to contemplate the powerful effects on a person’s mental ablity when these are present or not can really provide a jump start to increasing one’s awareness level. 


Conclusion


The following was an attempt to acknowledge the most important factors of the learning process. Secondly, to show some of the most important secondary affects when the natural primary requirements are present or not.

Some other benefits of learning this way are not described in detail, but listing some of them will provide an additional awareness if only just a glimpse:

Depth and breadth of gained knowledge relates directly to brain inter-connections created.
Density of inter-connections affects:
-speed of thought
-speed problem solving ability.
-level of creativity expressed via any medium or senario.
-depth/level of understanding concepts.
-depth/level of emotions related to concepts that are contemplated including life experiences.
Speed and Level of Pattern Recognition.
Perceived value of concepts/ideas etc..


These are just a few of the many that define a human existence. If one considers, that to exist, is to experience. To experience, is to understand. To understand is to become one with the experience. This is the value.