In this era of rapid modernization, technology has changed people’s everyday lives globally but at a heavy price, as evidenced, for example, by the earth’s deteriorating environments. Environmental contamination has induced the adverse impacts of climate change, manifested as natural disasters. According to scientific predictions, if climate change continues at the current rate, irreversible damage to the planet’s ability to sustain life could occur by 2100. This disturbing scenario has prompted a wake-up call for promoting sustainability and initiatives, such as (...) the Sustainable Development Goals formulated by the United Nations, which are aimed at influencing and penetrating every aspect of life. This article discusses the importance of pragmatic wisdom for our earth’s restoration through the achievement of sustainability, which requires a revolution in education. A new educational model, particular within higher education, which extends beyond most of the current educational models for acquiring knowledge, is required to promote pragmatic wisdom. Apart from the acquisition of scientific knowledge, philosophical thinking and critical thinking skills are essential for promoting pragmatic wisdom. In this context, an education that couples liberal arts with natural sciences could be one of the solutions for facilitating the transformation of knowledge into pragmatic wisdom, which can potentially foster sustainability. (shrink)

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. (...) This was the basic idea of the 18th century Enlightenment, but in implementing this idea, the Enlightenment blundered. Their mistakes are still built into academia today. In order to le arn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

Over 40 years ago, I put forward a new philosophy of science based on the argument that physics, in only ever accepting unified theories, thereby makes a substantial metaphysical presupposition about the universe, to the effect it possesses an underlying unity. I argued that a new conception of scientific method is required to subject this problematic presupposition to critical attention so that it may be improved as science proceeds. This view has implications for the study of the metaphysics of science. (...) The view has however been ignored by recent contributions to the field. I indicate broader implications of the view, and consider reasons why the view has been neglected. (shrink)

Modern science began as natural philosophy, an admixture of philosophy and science. It was then killed off by Newton, as a result of his claim to have derived his law of gravitation from the phenomena by induction. But this post-Newtonian conception of science, which holds that theories are accepted on the basis of evidence, is untenable, as the long-standing insolubility of the problem of induction indicates. Persistent acceptance of unified theories only in physics, when endless equally empirically successful disunified rivals (...) are available, means that physics makes a persistent, problematic metaphysical assumption about the universe: that all disunified theories are false. This assumption, precisely because it is problematic, needs to be explicitly articulated within physics, so that it can be critically assessed and, we may hope, improved. The outcome is a new conception of science—aim-oriented empiricism—that puts science and philosophy together again, and amounts to a modern version of natural philosophy. Furthermore, aim-oriented empiricism leads to the solution to the problem of induction. Natural philosophy pursued within the methodological framework of aim-oriented empiricism is shown to meet standards of intellectual rigour that science without metaphysics cannot meet. (shrink)

According to Aristotle, wisdom orchestrates all other virtues and therefore leads to eudaimonia, which can be translated as flourishing or psychological well-being. Wisdom guides people to take the morally right course of action in concrete situations to benefit themselves and others. If Aristotle’s theory is correct, then wisdom should be related to different moral virtues and wisdom, rather than individual virtues, should predict eudaimonic well-being, establishing wisdom as the driving force behind human flourishing. Survey data were collected from 230 undergraduate (...) students (M = 21 years, median age = 20 years) attending five different classes in the social sciences at a university in the Southeast of the United States at the beginning and end of the fall semester in 2016. Bivariate correlations, regression analyses, and a structural equation model were utilized to analyze the data. Three-dimensional wisdom (3D-WS) at the beginning of the semester (T1), consisting of the average of cognitive, reflective, and compassionate personality qualities, was significantly positively related to gratitude, forgiveness, morality/fairness, modesty, greed avoidance, and sincerity at T1. Wisdom at T1 predicted flourishing at the end of the semester (T2), assessed by self-acceptance, mastery, purpose in life, and orientation toward personal growth. Among the virtues, only gratitude at T1 significantly predicted flourishing at T2. It appears that Aristotle was correct! Wisdom, at least as measured by the 3D-WS, seems to orchestrate moral virtues and result in human flourishing. This implies that cultivating the development of wisdom will lead to a better and more flourishing life. (shrink)

In this article I discuss the problem of how we can change our world into a _wiser world_ that is driven by a culture of wisdom inquiry (CWI), i.e., a world that frees humanity from a looming totalitarian catastrophe. How best can we interrogate the traditional wisdom of culture (TWC) that is responsible for the academic institutions of learning, among other kinds of institutions, dogmatically and solely aiming at the acquisition of knowledge and technological prowess (technologisches koennen), instead of the (...) promotion of wisdom and human well-being? What kind of strategic transformations of institutional design, policy and goals within diverse institutions, particularly academic institutions of learning, regionally and globally, are imperative? This article argues from the principle of universal interconnectedness across nature/universe and the fundamental asymmetry of human well-being interests and nature’s well-being interests. From this, the development of a _culture of wisdom inquiry_ as an overarching (allumfassend) methodology of institutional change from within at two levels of analysis is proposed, viz., (1) at the level of the ecological–economic analysis of safeguarding nature’s abundant ecosystems from human greed; and (2) at the level of the transformation of the educational, academic _and_ political–economic institutions, as well as international institutions, that must _be_ dedicated to human well-being. (shrink)

This paper is about the rationality of methodological variance, where changes in method and methodology of science may be warranted/triggered by the urgency of finding alternatives to the methodology currently in fashion that fails to address the relevant and pressing problems. It deals obliquely with Maxwell‘s criticisms of Pandit, offering only a bare sketch of appraisal of his methodological proposals of AOE, AOR and WI, not only as going beyond SR but as better alternatives to dominant methodologies such as that (...) of Karl R. Popper, without rehearsing or recycling Maxwell‘s well-known arguments in great detail. More importantly, how these proposals improve upon the eighteenth century Enlightenment idea of learning from scientific progress how to achieve social/cultural progress towards an enlightened world, i.e., a world that is sensitive to problems of living and human well-being, is discussed. Having dealt with such problems in Pandit, the present appraisal is limited to the rationality of understanding, or better of rethinking, academic inquiry within the wider contexts and reaches of wisdom inquiry, with particular reference to the pressing global problems including those problems that are traceable to ETS progress, which is itself often found to violate the principle of interconnectedness across nature. (shrink)

In this paper, we review the history of quasicrystals from their sensational discovery in 1982, initially “forbidden” by the rules of classical crystallography, to 2011 when Dan Shechtman was awarded the Nobel Prize in Chemistry. We then discuss the discovery of quasicrystals in philosophical terms of anomalies behavior that led to a paradigm shift as offered by philosopher and historian of science Thomas Kuhn in ‘The Structure of Scientific Revolutions’. This discovery, which found expression in the redefinition of the concept (...) crystal from being periodically arranged to producing sharp peaks in the Bragg diffraction pattern, is analyzed according to the Kuhn Cycle. We relate the quasicrystal revolution to the non-Euclidean geometry revolution and argues that since “great minds think alike” there is a diffusion of ideas between scientific revolutions, or a resonance between different disciplines at different times. The story behind quasicrystals is an excellent example of a paradigm shift, demonstrating the nature of scientific discoveries and breakthroughs. (shrink)

The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress towards a wiser world. (...) In this paper I indicate what needs to change if knowledge-inquiry is to become wisdom-inquiry, and I indicate a number of recent developments, mainly in universities in the UK, that can be regarded as first steps towards wisdom-inquiry. (shrink)

This study contextualizes business leaders’ perspectives on business-society interaction through the theoretical lens of wisdom. Morally effective interaction between business and society relies on shared perceptions of expected values grounded in leaders’ virtuous behavior. Through empirical fieldwork across industries in a developing society, the article documents how local business leaders perceive wise leadership in dealing with socially complex problems. Using grounded theory, we inductively developed a model of wisdom, executive wisdom, that identifies 14 characteristics of wisdom, located in three groups: (...) technē, wise decisions, and virtuous disposition. The findings broaden the view of the complex nature of wise decision-making in the business-society context. (shrink)