Andrew Murray explores the paradox of individuals finding joy in knowledge they do not genuinely believe or live out. He emphasizes that while the pursuit of knowledge can be pleasurable and enlightening, it becomes dangerous in moral contexts where knowledge of duty exists without corresponding action. This disconnect leads to a blinding of the conscience and self-deception, where individuals feel satisfied with knowledge that ultimately condemns them. Murray stresses the importance of not just teaching but also training, ensuring that knowledge translates into action and character development.

It may well be asked: how it is possible that men should delight in knowing about what they do not with their heart believe, and about what they neither are nor live out? There is a double answer. The one points to the expression so often used — the pleasure of the pursuit of knowledge. One of the most wonderful powers with which God has endowed man is the mind, with its power of observing and comparing facts, of discovering and understanding laws, and causes and effects. The exercise of every function has been made by the Creator to be a pleasure. One of the highest pleasures that man is capable of is when all the wonders of nature disclose themselves at the bidding of reason. While some men study science for the practical use they mean to make it, there are multitudes who do so simply for the pleasure it gives, and its elevating and refining influence. There are spheres of knowledge in which this does no harm. But in the region of morals, where knowledge reveals duty, the result is most disastrous. In knowing what they ought to do, in delighting to have that knowledge put before them, while they do not obey and perform, the effect is the blinding of the conscience, and the growth of that terrible folly of self-deception by which a man is satisfied, is happy in the knowledge of that which condemns him. It is for this reason that the true educationalist is so careful to distinguish between teaching and training. He is not content to tell the child continually what he is to do or be; he watches over him until he has helped him to do and to be it. (Excerpted from The Coming Revival, by Andrew Murray , pg. 21)