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4 Life and Death Reunited

from every moment of each hour, and I had evidence of all that she had learned intensely and to the point of mastery. I thought back to her choice of whom she would use as a guide for her English and marveled at her correct selection of the BBC rather than the more visible and steady environment represented by her parents and friends in the neighborhood. I worked on many of her learnings and found her a very swift learner using all her gifts to achieve her ends quickly and securely. I was satisfied that I had the proper instrument for my study of her, and particularly that my question: “What can a child learn by himself?� would yield all that babies and young children learn by themselves in this life. I made room for gifts, for nature and nurture, and they all produced satisfactory yields in my study of how skills are acquired and what babies do with their time at the beginning of life when left to themselves or when they relate to items of the environment or to the people in it. But it never occurred to me that I could find an entry to further understanding of the meaning of what we bring from one life into another. When wisdom and not skill is the subject of research we are helped in releasing ourselves from involvement in one viewpoint and in making room for another slant in our searching mind. That is what happened to me. ***


On Death  
On Death  

"Is there any hope that we may ever know what death is? Since it is a problem of knowing, we need to find the epistemological devices that w...