That was the title journalist Carmel Crimmins gave to a Reuters Econ World newsletter (not to be confused with Ratters—these are entirely different institutions). What caught my attention was how Crimmins used this phrase—rooted initially in medical ethics—in a banking and finance context.
It struck a chord with me because, in recent conversations on various topics, I keep returning to the same idea: when you’re in a position of influence, with greater knowledge or access to opportunities, it is essential to keep one principle in mind—first, do no harm.
This is a theme I've explored from different angles over nearly two years of journaling. The only constant has been change, and the goal is continuous improvement. As an Italian proverb warns, "the best is the enemy of the good"—a reminder not to let perfection become an obstacle to progress.
In our current societies, we're often encouraged to stay "one step ahead." Yet, regardless of your industry, you've likely encountered the classic triangle of Fast – Good – Cheap: you can pick two, but never all three at once.
The same happens with us and everything we do, although our triangle isn't about speed, quality, or cost. Instead, it's about Awareness – Connection – Time. While this trio may seem logical, it's often misunderstood. That's why I've visualized it in the following table:
|
We Combine |
We Prioritize |
We Sacrifice |
Result |
|
Awareness & Time |
Deep understanding and aligned actions |
Connection with others |
We gain theoretical knowledge, but it doesn't reach or impact others. |
|
Awareness & Connection |
Genuine understanding and bonds |
Time to develop and sustain the knowledge or practice |
We're aware and value what we do, inviting others to join, but the idea doesn't fully develop. |
|
Connection & Time |
Presence and relationships |
Depth of understanding |
We walk with others and are known, but we may not grasp the whole purpose or destination. |
|
Only Awareness |
Reflection and intention |
Relationships |
We understand, but we often end up isolated, lacking the continuity that would allow us to grow. |
|
Only Connection |
Relationships |
Purpose |
We blend in without contributing to the greater good. |
|
Only Time |
We're present |
Awareness and relationships |
We’re there, but unaware of why or with whom—almost like dissociating. |
|
Awareness, Connection & Time |
Our words and actions align. We seek sustainable, collective growth. |
A sense of safety: different fronts move in diverse directions but in harmony. |
We create a living community that may eventually build its own ecosystem and governance. |
Have you ever wondered: “What's the use of learning this?"
You probably got the classic answer: "It all adds up" or something equally vague.
But let me tell you something: question what you learn.
In research, there's a well-known expression: if garbage goes in, garbage comes out. The same logic applies—often more dangerously—when applied to people.
With this table, much like in the reflection Learning to Learn, I aim to raise questions such as:
We are shaped by generational knowledge. Just as there are achievements, there are also mistakes. Our ancestors made mistakes; we will, too, and so will those who follow. Every decision carries a cost, and we must be willing to accept it.
This generational legacy of knowledge should weigh on anyone who teaches, whether they're a teacher, instructor, or role model. The student is part of an educational system, yes, but that system, the teacher, and the learner are all, simultaneously, judges, parties, and executioners.
As a society, we need to stop taking everything for granted and start valuing life with discernment. Today, tools like artificial intelligence are often used as if they were our brains rather than what they really are—tools. This is where we're falling short: we lack character and critical thinking.
As education critic Seth Godin (2009) argued, schools are often run like factories—students are placed in rows, grouped into batches, and processed in an attempt to produce uniform results. Individuality and creativity are stifled in favor of efficiency and standardization.
That logic follows us well beyond the classroom. That's why both teachers and students should heed the wisdom attributed to Confucius: those who think they have all the answers have likely not heard all the questions.
Knowledge isn't meant to inflate egos or create divides between those who know and those who don't.
Those who hold knowledge carry the responsibility to share it.
Those who don't are responsible for seeking it out.
But both must do so with one thing clearly in mind:
First, do no harm.
Because what you teach—or fail to teach—can shape someone's life.
And what you learn should be used for your benefit… and that of others.
I've often echoed the sentiment of George Santayana, who warned that those who forget their history are doomed to repeat it.
Likewise, Paulo Freire cautioned that when education becomes "banking"—where the teacher deposits knowledge into passive students—the process is dehumanized. This approach ignores the learner's experience and reduces them to an empty vessel. Knowledge, in this model, ceases to be a bridge and becomes a barrier. And that barrier, though invisible, can cause real harm. Teaching without dialogue is imposition; learning without reflection is repetition without understanding.
That's why, if you're in a guiding, influential, or reference role, remember that your goal is not to produce clones but to accompany growth processes.
And if you're the one receiving that knowledge, discern between credible and non-credible sources. Take what is good, discard what isn't, and strive to improve and pass it on.
Knowledge is not to be imposed but shared.
Not something to boast about, but something to cultivate.
And its purpose, in any context, should stem from one simple but powerful ethical premise:
First, do no harm.
Satoricha ~
References
Godin, S. (2009). Purple Cow, New Edition: Transform Your Business by Being Remarkable--Includes New Bonus Chapter. Portfolio.