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  1. Peaceful Academic Revolution to Help Humanity Resolve Our Global Crises.Nicholas Maxwell, Ronan Browne & Roger Hallam - manuscript
    The purpose of this document is to outline why and how universities must both transform and mobilise to avert the worst impacts of the global crises faced by humanity. The first section addresses the justification for transformation and how academia can and must transform. In the second section, the document highlights the need for a peaceful mobilisation of student and staff bodies to make effective the transformation advocated for. The document then outlines a blueprint as to action that must be (...)
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  2. Wisdom in Theology.Stephen R. Grimm - forthcoming - In William and Frederick Abraham and Aquino (ed.), The Oxford Handbook of the Epistemology of Theology.
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  3. Practical Wisdom, Well‐Being, and Success.Cheng-Hung Tsai - forthcoming - Philosophy and Phenomenological Research:1-17.
    What is practical wisdom? What does a practically wise person know? It is widely held that a person is practically wise if and only if the person knows how to live well, and that a person knows how to live well only if the person knows what is good or important for well‐being. The question is: What is it that contributes to or constitutes well‐being known by a wise person? A theory of wisdom without a substantive answer to this question (...)
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  4. How Universities Can Best Respond to the Climate Crisis and Other Global Problems.Nicholas Maxwell - 2021 - Philosophies 1 (1):1.
    The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...)
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  5. How Universities Have Betrayed Reason and Humanity – And What’s to Be Done About It.Nicholas Maxwell - 2021 - Frontiers 631.
    In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...)
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  6. The Key to the Solution of the World Crisis We Face.Nicholas Maxwell - 2021 - Human Affairs 31 (1):21-39.
    Humanity faces two fundamental problems of learning: learning about the universe, and learning to become civilized. We have solved the first problem, but not the second one, and that puts us in a situation of great danger. Almost all of our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to this is to learn from our solution to the first problem how to solve the second one. (...)
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  7. Can the World Learn Wisdom?Nicholas Maxwell - 2021 - In Theory of Knowledge; The Ultimate Guide. London, UK: pp. 93-97.
    The crisis of our times is science without wisdom. It is the outcome of an astonishingly successful tradition of scientific and technological research pursued within the context of an academic inquiry that is profoundly and damagingly irrational, in a structural way, when judged from the standpoint of helping humanity make progress towards a wise, enlightened world. This damaging irrationality of academia goes back to the 18th century Enlightenment. The philosophes of the French Enlightenment, in implementing the profound idea that we (...)
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  8. „Sapientis est ordinare“. Die ordnungsstiftende Kompetenz des Weisen – ein Gang durch die Philosophiegeschichte in systematischer Absicht.Armin G. Wildfeuer - 2021 - In Thomas Möllenbeck & Ludger Schulte (eds.), Weisheit – Spiritualität der Menschheit. Münster: Aschendorff. pp. 151-191.
    Philosophie stellt den Bezug zur Weisheit bereits in ihrem Namen (philo-sophia) her. So selbstverständlich dies ist, so spannungsgeladen ist deren Verhältnis. Denn Philosophie und Weisheit sind Korrespondenz- und Reibungsbegriffe gleichermaßen. Es mag daher auf den ersten Blick verwundern oder eben nicht, dass sich seit der Neuzeit der bis dahin konstitutive Zusammenhang von Philosophie und Weisheit zunehmend auflöst bis dahin, dass es die Philosophie seit dem 19. Jahrhundert weit von sich weist, mit Weisheit überhaupt in einen Zusammenhang gebracht zu werden (1.) (...)
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  9. Our Fundamental Problem: A Revolutionary Approach to Philosophy.Nicholas Maxwell - 2020 - Montreal, Canada: Mcgill-Queen's University Press.
    How our human world can exist and best flourish even though it is embedded in the physical universe.
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  10. Humility and the African Ethic of Ubuntu.Thaddeus Metz - 2020 - In Mark Alfano, Michael Lynch & Alessandra Tanesini (eds.), The Routledge Handbook of the Philosophy of Humility. Routledge. pp. 257-267.
    This chapter explores prominent respects in which humility figures into ubuntu, the southern African (and specifically Nguni) term for humanness often used to capture moral philosophies and cultures indigenous to the sub-Saharan region. The chapter considers respects in which humility is prescribed by ubuntu, understood not just as a relational normative ethic, but also as a moral epistemology. Focusing specifically on philosophical ideas published in academic fora over the past 50 years or so, the chapter contends that, although the concept (...)
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  11. Can We Measure Practical Wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  12. La Sagesse de la Multitude.Charles Girard - 2019 - Journal of Ancient Philosophy (1):348-369.
    L’objection la plus ancienne et la plus redoutable à la démocratie fait valoir que le gouvernement par le peuple dessert le gouvernement pour le peuple. Les citoyens manquant pour la plupart de sagesse ou de compétence, le bien commun serait mieux assuré en confiant le pouvoir à un individu éclairé ou à une élite experte. Une réponse commune à cette objection concède la prémisse mais affirme la priorité au gouvernement par le peuple sur le gouvernement pour le peuple : le (...)
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  13. The Urgent Need for Social Wisdom.Nicholas Maxwell - 2019 - In Robert Sternberg & Judith Gluck (eds.), The Cambridge Handbook of Wisdom. Cambridge, UK: Cambridge University Press. pp. 754-780.
    Two great problems of learning confront humanity: learning about the universe; and learning how to become civilized. The first problem was solved in the 17th century, with the creation of modern science. But the second problem has not yet been solved. That puts us in a situation of great danger. All our current global problems have arisen as a result. We need to learn from our solution to the first problem how to solve the second. This was the basic idea (...)
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  14. How Wisdom Can Help Solve Global Problems.Nicholas Maxwell - 2019 - In R. Sternberg, H. Nusbaum & J. Glueck (eds.), Applying Wisdom to Contemporary World Problems. London: Palgrave Macmillan. pp. 337-380.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...)
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  15. The Scandal of the Irrationality of Academia.Nicholas Maxwell - 2019 - Philosophy and Theory in Higher Education 1 (1):105-128..
    Academic inquiry, in devoting itself primarily to the pursuit of knowledge, is profoundly and damagingly irrational, in a wholesale, structural fashion, when judged from the standpoint of helping to promote human welfare. Judged from this standpoint, academic inquiry devoted to the pursuit of knowledge violates three of the four most elementary rules of rational problem-solving conceivable. Above all, it fails to give intellectual priority to the tasks of (1) articulating problems of living, including global problems, and (2) proposing and critically (...)
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  16. The Contribution of Religious Education to Pupils' Character Development.Jason Metcalfe - 2019 - Jubilee Centre Insight Series,.
    Religious education (RE) is a part of the basic curriculum, and, as such, is a compulsory subject in all schools in England–including those of no religious affiliation. The relevance of character education to the mission of schools aided or controlled by the Church of England and the Catholic Church has been recognised, and is already the subject of fruitful discussion and pedagogical innovation (see CoE, 2015; Devanny, 2017). In this paper, we open up this conversation to consider RE for schools (...)
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  17. To What Extent Can Religious Education Help Shape Pupils’ Practical Wisdom?Jason Metcalfe - 2019 - Jubilee Centre Insight Series.
    In the Nichomachean Ethics, Aristotle outlines his thoughts about eudaimonia, a notion most accurately translated in English as “flourishing” or the idea of fulfilling our potential. For Aristotle, eudaimonia is “the activity of the soul in accord with reason or requiring reason” and must accord with virtues, the qualities of our character. -/- In the final chapter of the Nichomachean Ethics, Aristotle links eudaimonia with sophia (theoretical wisdom). For Aristotle, phronesis (practical wisdom) and sophia are two central intellectual virtues, whilst (...)
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  18. Philosophical Foundations of Wisdom.Jason Swartwood & Valerie Tiberius - 2019 - In Robert Sternberg & Judith Gluek (eds.), The Cambridge Handbook of Wisdom. Cambridge, UK: Cambridge University Press. pp. 10-39.
    Practical wisdom (hereafter simply ‘wisdom’), which is the understanding required to make reliably good decisions about how we ought to live, is something we all have reason to care about. The importance of wisdom gives rise to questions about its nature: what kind of state is wisdom, how can we develop it, and what is a wise person like? These questions about the nature of wisdom give rise to further questions about proper methods for studying wisdom. Is the study of (...)
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  19. Adversity, Wisdom, and Exemplarism.Ian Kidd - 2018 - Journal of Value Inquiry 52 (4):379-393.
    According to a venerable ideal, the core aim of philosophical practice is wisdom. The guiding concern of the ancient Greek, Indian, and Chinese traditions was the nature of the good life for human beings and the nature of reality. Central to these traditions is profound recognition of the subjection to adversities intrinsic to human life. I consider paradigmatic exemplars of wisdom, from ancient Western and Asian traditions, and the ways that experiences of adversity shaped their life. The suggestion is that (...)
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  20. Review of Steven Pinker's Enlightenment NOW. [REVIEW]Nicholas Maxwell - 2018 - Metascience 27 (2):347-350.
    Steven Pinker's "Enlightenment NOW" is in many ways a terrific book, from which I have learnt much. But it is also deeply flawed. Science and reason are at the heart of the book, but the conceptions that Steven Pinker defends are damagingly irrational. And these defective conceptions of science and reason, as a result of being associated with the Enlightenment Programme for the past two or three centuries, have been responsible, in part, for the genesis of the global problems we (...)
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  21. Do We Need an Academic Revolution to Create a Wiser World? Chapter 28.Nicholas Maxwell - 2018 - In R. Barnett & M. A. Peters (eds.), The Idea of the University: Volume 2: Contemporary Perspectives. New York, NY, USA: Peter Lang. pp. 539-557.
    We urgently need to bring about a revolution in academic inquiry, one that transforms knowledge-inquiry into what may be called wisdom-inquiry. This revolution, were it to occur, would help humanity make progress towards as good a world as possible. Wisdom-inquiry gives intellectual priority to articulating problems of living, including global problems, and proposing and critically assessing possible solutions - possible actions, policies, political programmes. It actively seeks to promote public education about what our problems are, and what we need to (...)
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  22. Karl Popper, Science and Enlightenment: An Idea to Help Save the World.Nicholas Maxwell - 2018 - Ethical Record 123 (1):27-30.
    Natural science, properly understood, provides us with the methodological key to the salvation of humanity. First, we need to acknowledge that the actual aims of science are profoundly problematic, in that they make problematic assumptions about metaphysics, values and the social use of science. Then we need to represent these aims in the form of a hierarchy of aims, which become increasingly unproblematic as one goes up the hierarchy; as result we create a framework of relatively unproblematic aims and methods, (...)
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  23. Suffering and the Six Perfections: Using Adversity to Attain Wisdom in Mahāyāna Buddhist Ethics.Emily McRae - 2018 - Journal of Value Inquiry 52 (4):395-410.
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  24. Faith, Reason, and Science: Towards a Renewed Christian Humanism?Louis Caruana - 2017 - In A. Abram, P. Gallagher & M. Kirwan (eds.), Philosophy, Theology, and the Jesuit Tradition: The Eye of Love. London: T&T Clark/Bloomsbury. pp. 53-64.
    Theology, philosophy, and science have been in mutual conversation for centuries, but the major debates have nearly always dealt with explanations rather than ways of living. Over and above explanatory or theoretical issues, there are other boundary issues that can be called practical. These are often neglected because they do not deal with what scientists or theologians say. They deal rather with what scientists and theologians do. As recent work in the history of the natural sciences shows, it is a (...)
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  25. Wisdom in Aristotle and Aquinas: From Metaphysics to Mysticism.Edmond Eh - 2017 - Existenz 12 (2):19-24.
    This essay contains an attempt to trace the evolution of the concept of wisdom as found in the thought of Aristotle and Aquinas in terms of how the philosophical concept of wisdom as an intellectual virtue is understood and used to express the theological concept of wisdom as a gift of the Holy Spirit. The main aim is to understand how Aquinas derived the concept of wisdom from Aristotle's metaphysics and developed it in his mysticism. This research is based on (...)
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  26. Can Universities Save Us From Disaster?Nicholas Maxwell - 2017 - On the Horizon 52 (2):115-130.
    We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to much that (...)
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  27. Practical Skills and Practical Wisdom in Virtue.Matt Stichter - 2016 - Australasian Journal of Philosophy 94 (3):435-448.
    ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to the performer. (...)
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  28. Review of C.D.C. Reeve, Aristotle on Practical Wisdom: Nicomachean Ethics VI. [REVIEW]Samuel H. Baker - 2015 - Philosophy in Review 35 (2):106-108.
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  29. Wisdom.Stephen R. Grimm - 2015 - Australasian Journal of Philosophy 93 (1):1-16.
    What is it that makes someone wise, or one person wiser than another? I argue that wisdom consists in knowledge of how to live well, and that this knowledge of how to live well is constituted by various further kinds of knowledge. One concern for this view is that knowledge is not needed for wisdom but rather some state short of knowledge, such as having rational or justified beliefs about various topics. Another concern is that the emphasis on knowing how (...)
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  30. Collective Wisdom and Civilization: Revitalizing Ancient Wisdom Traditions.Thomas Kiefer - 2015 - Comparative Civilizations Review 72.
    I argue that, in one sense, collective wisdom can save civilization. But in a more important sense, collective wisdom should be understood as a form of civilization, as the result and expression of a moral civilizing-process that comes about through the creation and transmission of collective interpretations of human experience and human nature. Collective wisdom traditions function in this manner by providing an interpretation of what it means to be human and what thoughts, skills, and actions are required to live (...)
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  31. How Humanity Might Avoid Devastation.Nicholas Maxwell - 2015 - Ethical Record 120 (1):18-23.
    We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to habitat destruction, (...)
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  32. Can The World Learn Wisdom?Nicholas Maxwell - 2015 - Philosophy Now (108):32-35.
    The crisis of our times is that we have science without wisdom. All our current global problems have arisen as a result. Learning how to become wiser has become, not a luxury, but a necessity. The key is to learn from the success of science. We need to learn from scientific progress how to achieve social progress towards a wiser world. This is an old idea that goes back to the French Enlightenment. However, in developing the idea, the philosophes of (...)
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  33. How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution.Nicholas Maxwell - 2014 - Exeter: Imprint Academic.
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...)
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  34. How Universities Can Help Create a Wiser World.Nicholas Maxwell - 2014 - Times Higher Education , No. 21 P. 30 (2136):30.
    The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...)
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  35. Wisdom Beyond Rationality: A Reply to Ryan.Iskra Fileva & Jon Tresan - 2013 - Acta Analytica 28 (2):229-235.
    We discuss Sharon Ryan’s Deep Rationality Theory of wisdom, defended recently in her “Wisdom, Knowledge and Rationality.” We argue that (a) Ryan’s use of the term “rationality” needs further elaboration; (b) there is a problem with requiring that the wise person possess justified beliefs but not necessarily knowledge; (c) the conditions of DRT are not all necessary; (d) the conditions are not sufficient. At the end of our discussion, we suggest that there may be a problem with the very assumption (...)
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  36. Misconceptions Concerning Wisdom.Nicholas Maxwell - 2013 - Journal of Modern Wisdom 2:92-97.
    If our concern is to help wisdom to flourish in the world, then the central task before us is to transform academia so that it takes up its proper task of seeking and promoting wisdom instead of just acquiring knowledge. Improving knowledge about wisdom is no substitute; nor is the endeavour of searching for the correct definition of wisdom.
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  37. Knowledge or Wisdom?Nicholas Maxwell - 2013 - The Philosophers' Magazine 62 (62):17-18.
    A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.
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  38. Does Philosophy Betray Both Reason and Humanity?Nicholas Maxwell - 2013 - The Philosophers' Magazine 62 (62):17-18.
    A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.
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  39. Cultivating Practical Wisdom.Jason Swartwood - 2013 - Dissertation, University of Minnesota
    Practical wisdom (hereafter simply “wisdom”) is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live and conduct herself. Because wisdom is such an important and high-level achievement, we should wonder: what is the nature of wisdom? What kinds of skills, habits and capacities does it involve? Can real people actually develop it? If so, how? I argue that we can answer these questions by modeling wisdom on expert decision-making skill in complex areas (...)
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  40. Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  41. Rehabilitating Theoretical Wisdom.Matthew D. Walker - 2013 - Journal of Moral Philosophy 10 (6):763-787.
    Given the importance of theoretical wisdom in Aristotle’s account of the human good, it is striking that contemporary virtue ethicists have been virtually silent about this intellectual virtue and what contribution it makes – or could make – toward human flourishing. In this paper, I examine, and respond to, two main worries that account for theoretical wisdom’s current marginality. Along the way, I sketch a neo-Aristotelian conception of theoretical wisdom, and argue that this intellectual virtue is more central to the (...)
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  42. Philosophy Is Not a Science.Julian Friedland - 2012 - The New York Times 1.
    The intellectual culture of scientism clouds our understanding of science itself. What’s more, it eclipses alternative ways of knowing — chiefly the philosophical — that can actually yield greater certainty than the scientific. While science and philosophy do at times overlap, they are fundamentally different approaches to understanding. So philosophers should not add to the conceptual confusion that subsumes all knowledge into science. Rather, we should underscore the fact that various disciplines we ordinarily treat as science are at least as (...)
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  43. Arguing for Wisdom in the University: An Intellectual Autobiography.Nicholas Maxwell - 2012 - Philosophia 40 (4):663-704.
    For forty years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a preposterously gigantic intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I never discovered how (...)
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  44. The Menace of Science Without Wisdom.Nicholas Maxwell - 2012 - Ethical Record 117 (9):10-15.
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to help humanity (...)
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  45. Wisdom: Object of Study or Basic Aim of Inquiry?,.Nicholas Maxwell - 2012 - In Michel Ferrari & N. Weststrate (eds.), The Scientific Study of Personal Wisdom. Springer.
    We face severe global problems, many that we have inadvertently created ourselves. It is clear that there is an urgent need for more wisdom. One response is to improve knowledge about wisdom. This, I argue, is an inadequate response to the problems we face. Our global problems arise, in part, from a damagingly irrational kind of academic enterprise, devoted as it is to the pursuit of knowledge. We need to bring about a revolution in academic inquiry so that its basic (...)
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  46. How Universities Can Help Humanity Learn How to Resolve the Crises of Our Times - From Knowledge to Wisdom: The University College London Experience.Nicholas Maxwell - 2012 - In G. Heam, T. Katlelle & D. Rooney (eds.), Handbook on the Knowledge Economy, vol. 2. Edward Elgar Publishing.
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  47. The Menace of Science Without Civilization: From Knowledge to Wisdom.Nicholas Maxwell - 2012 - Dialogue and Universalism 22 (3):39-63.
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  48. A Revolution in Universities.Nicholas Maxwell - 2012 - Bedales Association and Old Bedalian Newsletter:19.
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological (...)
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  49. Replies to Criticisms and Comments.Nicholas Maxwell - 2012 - Dialogue and Universalism 22 (3):133-152.
    This article consists of my replies to criticisms of and comments on a talk I gave at the Polish Academy of Sciences, Warsaw, Poland, in 2011. My original talk was called "The Menace of Science without Civilization: From Knowledge to Wisdom": for the text. In my talk I argued that our extraordinarily successful pursuit of scientific knowledge and technology has vastly increased our power to act, without increasing our power to act wisely. This puts us into a situation of unprecedented (...)
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  50. Creating a Better World: Towards the University of Wisdom.Nicholas Maxwell - 2011 - In Ronald Barnett (ed.), The Future University: Ideas and Possibilities. Routledge.
    Universities need to change dramatically in order to help humanity make progress towards as good a world as possible.
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