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I strongly believe that the motivation for both learning and teaching has increased because of the phenomenal amount of information now available to both students and teachers.

On the other hand, due to a danger of information overload, some people may be put off using technology in the classroom, wishing for a return to more traditional methods.

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Although this claim is not entirely without support, it runs contrary to common sense and everyday human experience.

Although societies must hold individuals accountable for their own actions, peoples behaviour is largely determined by forces not of their own making.

Teamwork requires cooperation, which motivates people much more than individual competition does.

Pragmatic behaviour guarantees survival, whereas idealistic views tend to be superseded by simpler, more immediate options.

The more kinds of government proceedingstrials, debates, meetings, etc.that are televised, the more society will benefit.

On the one hand, the speakers assertion accords with the everyday experience of working professionals.

For example, the sort of bookish knowledge that medical, law, and business students acquire, no matter how extensive, is of little use unless these students also learn to accept the uncertainties and risks inherent in professional practice and in the business world.

Any successful doctor, lawyer, or entrepreneur would undoubtedly agree that new precedents and challenges in their fields compel them to acknowledge the limitations of their knowledge, and that learning to accommodate these limitations is just as important in their professional success as knowledge itself.

Consider, for instance, the collection of financial-investment information.

No amount of knowledge can eliminate the uncertainty and risk inherent in financial investing.

Also, information overload can result in confusion, which in turn can diminish ones ability to assimilate information and apply it usefully.

Thus, by recognizing the limits of their knowledge, and by accounting for those limits when making decisions, investment advisors can more effectively serve their clients.

On the other hand, the speakers assertion seems self-contradictory, for how can we know the limits of our knowledge until weve thoroughly tested those limits through exhaustive empirical observation that is, by acquiring facts and information.

For example, it would be tempting to concede that we can never understand the basic forces that govern all matter in the universe.

Yet due to increasingly precise and extensive fact-finding efforts of scientists, we might now be within striking distance of understanding the key laws by which all physical matter behaves.

Put another way, the speakers assertion flies in the face of the scientific method, whose fundamental tenet is that we humans can truly know only that which we observe.

Thus Francis Bacon, who first formulated the method, might assert that the speaker is fundamentally incorrect.

How can we reconcile our experience in everyday endeavours with the basic assumption underlying the scientific method Perhaps the answer lies in a distinction between two types of knowledge-one which amounts to a mere collection of observations (i.e., facts and information), the other which is deeper and includes a realization of principles and truths underlying those observations.

At this deeper level knowledge equals under-standing: how we interpret, make sense of, and find meaning in the information we collect by way of observation.

In the final analysis, evaluating the speakers assertion requires that we define knowledge, which in turn requires that we address complex epistemological issues best left to philosophers and theologians.

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Yet perhaps this is the speakers point: that we can never truly know either ourselves or the world, and that by recognizing this limitation we set ourselves free to accomplish what no amount of mere information could ever permit.

However, I strongly disagree with the second contention that our individual actions are determined largely by external forces.