What’s luck got to do with it?
Madam,
:e acquire knowledge through our five basic senses. That goes for the best of us, as well as the worst of us. :e all experience the world through these five senses sight, taste, touch, smell and hearing. It¶s not a guarantee that you will have all five senses working optimally, at all times. 2ne or more of your senses may become inhibited, at which point we will call you µdisabled¶ (like an $pp). 2thers are the opposite of disabled, they profess to have additional senses like telepathic transmissions or µrevelations¶ we call those delusional.
The basic senses are just that ± basic They are limited in so many ways. They work fine within a certain proximity to stimuli. If you should get out of range, however, you¶re out of luck. The limitations of the human senses confine each of us to knowledge bubbles, the si]es of which are determined by the number of stimuli with which we have interacted.
SENSES
2ne¶s surroundings play no small part in determining one¶s universe of possibilities. If we assume that intelligence is randomly distributed among the populace, the number of academic success stories from private schools and public schools should be somewhat comparable they are not 3rivate schools boast of vastly superior results to the public school system in any country of the world. If our assumption is indeed correct if intellectual giftedness is randomly assigned by nature, then there is an argument to be made that a pupil¶s intellection is not the chief determinant for academic excellence. Then, what is" The answer lies in socio-demographics. 3rivate school goers are generally more resourced than their public school counterparts. 3upils in the Ivy /eague, so to speak, enjoy more intimate classrooms and get one-on-ones with their teachers and teacher assistants often have access to supplementary curriculum material on e-learning platforms are treated to guest lectures from captains of industry and other high-profile individuals have access to counselling services and mentorship programmes enrol in foreign exchange programmes and when they are done with their lessons for the day, they arrive home to a hearty meal prepared by the help before retiring to their rooms, bigger than most public school classrooms, where they play on their numerous state of the art gadgets until they pass out. The public school pupil only gets a textbook that they must share with two other pupils. I don¶t wish to explore a public school pupil¶s life at home it¶s often too depressing. In juxtaposition, it is clear enough that private school pupils have an environment rich in interaction, whence cometh their success in school, and corporate later in life. 3ut it another way, private school alumni exist in bigger knowledge bubbles and cannot help but to behave like it. M Lushaba more out of life is our birthright, it¶s natural and an integral part of our being, and we should not be ashamed of it. )or we were born to have more and have it all (within the bounds of universal laws). )or all that our creator has, is our inheritance (5RPDQV ). The law of repentance is one of the processes by which we get this inheritance, which includes inheritance of the earth. +aving laid down the principle, let us now see its application in our lives the businessman, who wants more business, would be compelled to repent in order for him to attain that. This repentance may come through new business ideas into his mind, either from a business seminar, or a book, or from a business course or through inspiration of a kind. If he does not have this change, he may soon find himself out of business. 2ur growth and advancement as a race is depended on our repenting. This change of heart and mind seems to govern all of our affairs. :e are each in a process of becoming something, something of a higher nature as we obey life¶s laws. M NkambuleCOUNTERPARTS