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 to live well fails to do justice to the ancient tradition of ‘theoretical wisdom’. I address both of these concerns in filling out the account. (shrink)

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 on expert skill. Presenting the main argument for this expert skill model of wisdom is the focus of this paper. More specifically, I’ll argue that wisdom is primarily the same kind of epistemic achievement as expert decision-making skill in areas such as firefighting. Acknowledging this helps us see that, and how, real people can develop wisdom. It also helps to resolve philosophical debates about the nature of wisdom. For example, philosophers, including those who think virtue should be modeled on skills, disagree about the extent to which wise people make decisions using intuitions or principled deliberation and reflection. The expert skill model resolves this debate by showing that wisdom includes substantial intuitive and deliberative and reflective abilities. (shrink)

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 these exemplars, if any, will show how to live wisely in adversity. (shrink)

We face grave global problems. We urgently need to learn how to tackle them in wiser, more effective, intelligent and humane ways than we have done so far. This requires that universities become devoted to helping humanity acquire the necessary wisdom to perform the task. But at present universities do not even conceive of their role in these terms. The essays of this book consider what needs to change in the university if it is to help humanity acquire the (...) wisdom it so urgently needs. (shrink)

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 (...) have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

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 that an informative, non-circular set of necessary and sufficient conditions of wisdom can be given. (shrink)

This paper examines how the prevailing knowledge systems of the West reduce and divide us within and between ourselves. It also highlights how these are paralleled by the Wisdom tradition in theology which allows for a more inclusive model of relationality and becoming. The author sets out before us how western systems create and dictate the underlying binary oppositions by which we, almost unconsciously, live out our lives. New ways are suggested and new horizons plotted.

An important debate in the current philosophy of wisdom is whether knowledge is necessary for wisdom. In this paper I argue that knowledge is necessary to explain wise actions. Towards this, firstly, I individuate two modal properties relevant for wise actions: (i) counterfactual robustness: an action performed in the actual world is wise only if it leads to or is constituted by the goals of living well in all nearby worlds; (ii) rational robustness: an action performed for the (...) sake of living well is wise only if, in all nearby worlds, when an agent has sufficient reasons to perform the action, she performs the action. Secondly, I argue that these two modal properties are best explained in terms of two central features of knowledge: (a) safety: if the agent knows that a certain action will help her successfully reach the relevant goal(s) of living well, or is constituted by those goal(s), then in all the nearby worlds, her belief that the action will help her successfully reach the goal is true; (b) stability: the agent's knowledge that the action will help her successfully reach the goal(s) of living well, or is constituted by those goals, entails that her belief that the action will help her successfully reach the goal(s), or is constituted by those goals, isn’t based on any reason that could easily have been defeated by misleading evidence. (shrink)

Everything and every word about spirituality have already been said but the practical utility of spiritual wisdom in day to day life to achieve success and live a blissful life is lacking. Spiritual wisdom not only shows us the path of salvation and freedom but also helps us to figure out the solutions for every problem in all walks of human life and civilization. Spirituality is a well-defined, scientific way to get any goal in life whether it is (...) for justified worldly desires or to fulfil the urge of salvation with a blissful route. The book is an important read for the present generation, i.e. our youth as well as the persons those who want to touch the divinity within. Due to the universal nature of Spiritual Wisdom, it is bound to be on the shelves of the coming generation as spiritual science is not something that can be restricted to any one generation. The book itself contains the aura of mysticism and a touch of the great teaching taken from the scriptures. The book will teach how spiritual wisdom may change a person’s life. (shrink)

The challenges facing us today require practical wisdom to allow us to react appropriately. In this paper, we argue that at a group level, we will make better decisions if we respect and take into account the moral judgment of agents with diverse styles of cognition and moral reasoning. We show this by focusing on the example of autism, highlighting different strengths and weaknesses of moral reasoning found in autistic and non-autistic persons respectively.

What is the nature and structure of phronesis or practical wisdom? According to the view widely held by philosophers and psychologists, a person S is wise if and only if S knows how to live well. Given this view of practical wisdom, the guiding question is this: What exactly is “knowing how to live well”? It seems that no one has a clear idea of how to answer this simple but fundamental question. This paper explores knowing how to (...) live well (or “life know-how”) by showing how its nature and structure can be understood through contemporary epistemology of knowledge-how. I will achieve this by doing the following. In Section I, I highlight the two as-yet unanswered “integration questions” about life know-how. In Section II, I explain why the epistemology of knowledge-how has good potential to address the integration questions. In Sections III and IV, I construct two positions—intellectualism and anti-intellectualism—for the epistemology of life know-how and show how they address the two integration questions. In Section V, I show how the epistemology of life know-how established in the previous sections can be used in the philosophy of wisdom and the psychology of wisdom. (shrink)

The aim of the present paper is to show how Plato suggested demarcating between knowledge and other kinds of human intellectual activities. The article proposes to distinguish between two ways of such a demarcation. The first, called `the external demarcation', takes place when one differentiates between knowledge and non-knowledge, the rational and non-rational or the reasonable and non-reasonable. The second, called `internal', marks the difference within knowledge itself and could be illustrated by the difference between the so called hard and (...) soft sciences. The analyses lead tothe following conclusions. Plato refers to the whole of human intellectual activity as doxa, which is divided into two spheres. The first of them is knowledge proper whose criterion is phronesis. Three other kinds of doxa are derived from knowledge proper: 1) the traditional peri phuseos investigation (called also sophia); 2) popular doxai concerning virtues; 3) wisdom of the antilogikoi. The difference represents the external demarcation. There may be, however, a difference in the scope of knowledge proper (the internal demarcation). If the peri phuseos investigators were able to explain the field of values, the result of their investigation could be acknowledged as knowledge, although it would still be characterized as inferior due to its being based on senses. What is interesting about knowledge proper is that it is not firm and reliable but only hypothetical. It does not determine the skeptical reading of the Phaedo but it indicates that Plato has just begun his own philosophical project (which is still in progress) and the knowledge presented in the dialogue is his first positive suggestion how to solve the problem of demarcation. (shrink)

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 aim becomes to seek and promote wisdom. (shrink)

We argue that the concept of practical wisdom is particularly useful for organizing, understanding, and improving human-machine interactions. We consider the relationship between philosophical analysis of wisdom and psychological research into the development of wisdom. We adopt a practical orientation that suggests a conceptual engineering approach is needed, where philosophical work involves refinement of the concept in response to contributions by engineers and behavioral scientists. The former are tasked with encoding as much wise design as possible into (...) machines themselves, as well as providing sandboxes or workspaces to help various stakeholders build practical wisdom in systems that are sufficiently realistic to aid transferring skills learned to real-world use. The latter are needed for the design of exercises and methods of evaluation within these workspaces, as well as ways of empirically assessing the transfer of wisdom from workspace to world. Systematic interaction between these three disciplines (and others) is the best approach to engineering wisdom for the machine age. (shrink)

This paper argues that epistemologists should theorize about wisdom and critically examines a number of attempts to do as much. It then builds and argues for a particular theory of what wisdom is.

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 wisdom the proper subject of philosophy or psychology? How, exactly, can we determine what wisdom is and how we can get it? In this chapter, we give an overview of some prominent philosophical answers to these questions. We begin by distinguishing practical wisdom from theoretical wisdom and wisdom as epistemic humility. Once we have a clearer sense of the target, we address questions of method and argue that producing a plausible and complete account of wisdom will require the tools of both philosophy and empirical psychology. We also discuss the implications this has for prominent wisdom research methods in empirical psychology. We then survey prominent philosophical accounts of the nature of wisdom and end with reflections on the prospects for further interdisciplinary research. (shrink)

Wisdom, 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 (phronesis). 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 have in mind when they discuss practical wisdom? I argue that they are not. Contemporary measures of wisdom and its components may pick out some necessary prerequisites of practical wisdom, but they do not measure a philosophically plausible practical wisdom or its components. After explaining the argument and defending it against objections, I consider its implications. Should wisdom scientists ignore the philosophical conception of practical wisdom in favor of other conceptions, revise their methods to try to measure it, or continue the interdisciplinary study of practical wisdom without expecting to measure it? I make a preliminary argument for the third option. (shrink)

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 a close study of Book Six of Aristotle's Nichomachean Ethics, the corresponding sections of Aquinas' Sententia libri Ethicorum and question forty-five of the second part of the second part of Aquinas' Summa Theologiae. The insights gained from the study are then used to decipher the theoretical meaning of Augustine's famous saying: "love and do what thou wilt" and to expound on the practical value of wisdom for religious leaders. (shrink)

A computer simulation is used to study collective judgements that an expert panel reaches on the basis of qualitative probability judgements contributed by individual members. The simulated panel displays a strong and robust crowd wisdom effect. The panel's performance is better when members contribute precise probability estimates instead of qualitative judgements, but not by much. Surprisingly, it doesn't always hurt for panel members to interpret the probability expressions differently. Indeed, coordinating their understandings can be much worse.

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 a successful human life at the most general level of analysis. Collective wisdom can have a civilizing effect on individuals, and indirectly on societies, by providing a type of orienting framework for understanding the proper relationship between the self, others, and the world. Such traditions in effect provide a “blueprint” for the successful human life as such, by providing guidance on thought and action, on what is appropriate to think, feel, desire, and do in theoretical and practical contexts. A wise individual will be a 'civilized' individual in this moral sense, an individual who is properly habituated and educated so as to now reflectively endorse and desire thinking and acting in virtuous ways. However, this understanding of collective wisdom and civilization is in many ways today controversial and met with justified critiques and skeptical criticisms. To defend this way of approaching and answering our question against these critiques, I turn to ancient wisdom traditions from ancient India, China, and Greece as paradigms for understanding exactly how collective wisdom can achieve the end of civilizing humanity. Based on this analysis, I sketch the outlines of a revitalized ancient wisdom tradition able to civilize individuals today, but such a tradition must be updated to reflect the advancement of modern natural science and to meet the demands of living in our diverse, pluralistic, and globalized world. (shrink)

Conventional wisdom has it that truth is always evaluated using our actual linguistic conventions, even when considering counterfactual scenarios in which different conventions are adopted. This principle has been invoked in a number of philosophical arguments, including Kripke’s defense of the necessity of identity and Lewy’s objection to modal conventionalism. But it is false. It fails in the presence of what Einheuser (2006) calls c-monsters, or convention-shifting expressions (on analogy with Kaplan’s monsters, or context-shifting expressions). We show that c-monsters (...) naturally arise in contexts, such as metalinguistic negotiations, where speakers entertain alternative conventions. We develop an expressivist theory—inspired by Barker (2002) and MacFarlane (2016) on vague predications and Einheuser (2006) on counterconventionals—to model these shifts in convention. Using this framework, we reassess the philosophical arguments that invoked the conventional wisdom. (shrink)

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 like firefighting. I develop this expert skill model of wisdom using philosophical argument informed by relevant empirical research. I begin in Chapter 1 by examining the historical roots of analogies between wisdom and practical skills in order to motivate the expert skill model. In Chapter 2, I provide the core argument for the expert skill model. I then use the remaining chapters to pull out the implications of the expert skill model. In Chapter 3, I show that the expert skill model yields practical guidance about how to develop wisdom. In Chapter 4, I address the objection, due to Daniel Jacobson, that wisdom is not a skill that humans could actually develop, since skill development requires a kind of feedback in practice that is not available for all-things-considered decisions about how to live. Finally, in Chapter 5, I apply the expert skill model to the question, much discussed by virtue ethicists, of whether a wise person deliberates using a comprehensive and systematic conception of the good life. (shrink)

Philosophy and Phenomenological Research, Volume 104, Issue 3, Page 606-622, May 2022.

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 to tell stories in order to tell the truth. So, having failed to become a physicist, and failed to become a novelist, I studied philosophy at Manchester University and then, in six weeks of inspiration, discovered that the riddle of the universe is the riddle of our desires. Philosophy should be about how to live, and should not just do conceptual analysis. I struggled to reconcile the two worlds of my childhood ambitions, the physical universe and the human world. I decided they could be reconciled with one another if one regarded the two accounts of them, physics and common sense, as myths, and not as literal truths. But then I discovered Karl Popper: truth is too important to be discarded. I revised my ideas: physics seeks to depict truly only an aspect of all that there is; in addition, there is the aspect of the experiential features of the world as we experience it. I was immensely impressed with Popper’s view that science makes progress, not by verification, but by ferocious attempted falsification of theories. I was impressed, too, with his generalization of this view to form critical rationalism. Then it dawned on me: Popper’s view of science is untenable because it misrepresents the basic aim of science. This is not truth as such; rather it is explanatory truth – truth presupposed to be unified or physically comprehensible. We need, I realized, a new conception of science, called by me aim-oriented empiricism, which acknowledges the real, problematic aims of science, and seeks to improve them. Then, treading along a path parallel to Popper’s, I realized that aim-oriented empiricism can be generalized to form a new conception of rationality, aim-oriented rationality, with implications for all that we do. This led on to a new conception of academic inquiry. From the Enlightenment we have inherited the view that academia, in order to help promote human welfare, must first acquire knowledge. But this is profoundly and damagingly irrational. If academia really does seek to help promote human welfare, then its primary tasks must be to articulate problems of living, and propose and critically assess possible solutions – possible actions, policies, political programmes, philosophies of life. The pursuit of knowledge is secondary. Academia needs to promote cooperatively rational problem solving in the social world, and needs to help humanity improve individual and institutional aims by exploiting aim-oriented rationality, arrived at by generalizing the real progress-achieving methods of science. We might, as a result, get into life some of the progressive success that is such a marked feature of science. Thus began my campaign to promote awareness of the urgent need for a new kind of academic inquiry rationally devoted to helping humanity create a wiser world. (shrink)

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.

This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)

Despite increased philosophical and psychological work on practical wisdom, contemporary interdisciplinary wisdom research provides few specifics about how to develop wisdom (Kristjánsson 2022). This lack of practically useful guidance is due in part to the difficulty of determining how to combine the tools of philosophy and psychology to develop a plausible account of wisdom as a prescriptive ideal. Modeling wisdom on more ordinary forms of expertise is promising, but skill models of wisdom (Annas 2011; (...) De Caro et al. 2018; Swartwood 2013b; Tsai 2023) have been challenged on the grounds that there are important differences between wisdom and expert skills (Hacker-Wright 2015, p. 986; Kristjánsson 2015, pp. 98, 101; Stichter 2015, 2016, 2018). I’ll argue that we can both vindicate the promise of skill models of wisdom and begin to specify practically useful strategies for wisdom development by attending to a reflective process that I call Case-Based Critical Reflection. I begin by demonstrating the process as it arose in a notable example from everyday life, illustrating how the process can be usefully applied to a case study of interest to wisdom scientists, and explaining its philosophical pedigree. After isolating the key features that make it relevant to wisdom development, I argue that attending to the importance of Critical Reflection can defuse prominent objections to skill models of wisdom. (shrink)

Belonging to Hebrew Wisdom literature, the Song of Songs offers a fresh look at love and relationships through its main female character, the Shulamite, which profoundly differs from traditional, religious approaches to love and sexuality. Drawing from exegetical as well as philosophical resources, Abi Doukhan follows the Shulamite's journey away from patriarchy to her own self-individuation as she discovers a wisdom that is deeply personal and feminine.

In a series of formal studies and less formal applications, Hong and Page offer a ‘diversity trumps ability’ result on the basis of a computational experiment accompanied by a mathematical theorem as explanatory background (Hong & Page 2004, 2009; Page 2007, 2011). “[W]e find that a random collection of agents drawn from a large set of limited-ability agents typically outperforms a collection of the very best agents from that same set” (2004, p. 16386). The result has been extremely influential as (...) an epistemic justification for diversity policy initiatives. Here we show that the ‘diversity trumps ability’ result is tied to the particular random landscape used in Hong and Page’s simulation. We argue against interpreting results on that random landscape in terms of ‘ability’ or ‘expertise.’ These concepts are better modeled on smother and more realistic landscapes, but keeping other parameters the same those are landscapes on which it is groups of the best performing that do better. Smoother landscapes seem to vindicate both the concept and the value of expertise. Change in other parameters, however, also vindicates diversity. With an increase in the pool of available heuristics, diverse groups again do better. Group dynamics makes a difference as well; simultaneous ‘tournament’ deliberation in a group in place of the ‘relay’ deliberation in Hong and Page’s original model further emphasizes an advantage for diversity. ‘Tournament’ 2 dynamics particularly shows the advantage of mixed groups that include both experts and non-experts. As a whole, our modeling results suggest that relative to problem characteristics and conceptual resources, the wisdom of crowds and the wisdom of the few each have a place. We regard ours as a step toward attempting to calibrate their relative virtues in different modelled contexts of intellectual exploration. (shrink)

For over thirty years I have argued that all branches of science and scholarship would have both their intellectual and humanitarian value enhanced if pursued in accordance with the edicts of wisdom-inquiry rather than knowledge-inquiry. I argue that this is true of mathematics. Viewed from the perspective of knowledge-inquiry, mathematics confronts us with two fundamental problems. (1) How can mathematics be held to be a branch of knowledge, in view of the difficulties that view engenders? What could mathematics be (...) knowledge about? (2) How do we distinguish significant from insignificant mathematics? This is a fundamental philosophical problem concerning the nature of mathematics. But it is also a practical problem concerning mathematics itself. In the absence of the solution to the problem, there is the danger that genuinely significant mathematics will be lost among the unchecked growth of a mass of insignificant mathematics. This second problem cannot, it would seem, be solved granted knowledge-inquiry. For, in order to solve the problem, mathematics needs to be related to values, but this is, it seems, prohibited by knowledge-inquiry because it could only lead to the subversion of mathematical rigour. Both problems are solved, however, when mathematics is viewed from the perspective of wisdom-inquiry. (1) Mathematics is not a branch of knowledge. It is a body of systematized, unified and inter-connected problem-solving methods, a body of problematic possibilities. (2) A piece of mathematics is significant if (a) it links up to the interconnected body of existing mathematics, ideally in such a way that some problems difficult to solve in other branches become much easier to solve when translated into the piece of mathematics in question; (b) it has fruitful applications for (other) worthwhile human endeavours. If ever the revolution from knowledge to wisdom occurs, I would hope wisdom mathematics would flourish, the nature of mathematics would become much more transparent, more pupils and students would come to appreciate the fascination of mathematics, and it would be easier to discern what is genuinely significant in mathematics (something that baffled even Einstein). As a result of clarifying what should count as significant, the pursuit of wisdom mathematics might even lead to the development of significant new mathematics. (shrink)

The crisis of our times is that we have science without wisdom. This is the crisis behind all the others. Population growth, the terrifyingly lethal character of modern war and terrorism, immense differences of wealth across the globe, annihilation of indigenous people, cultures and languages, impending depletion of natural resources, destruction of tropical rain forests and other natural habitats, rapid mass extinction of species, pollution of sea, earth and air, thinning of the ozone layer, above all global warming - (...) even the aids epidemic: all these relatively recent crises have been made possible by modern science and technology. Indeed, in a perfectly reasonable sense of "cause", they have been caused by modern science and technology. An essential step we need to take, in order to tackle these global problems more effectively, intelligently and humanely than we have done so far, is to create a new kind of academic inquiry which puts problems of living, and the pursuit of wisdom, at the heart of the enterprise. (shrink)

What kind of science – or, more generally, what kind of academic inquiry – can best contribute to the public good? Two answers are considered: knowledge-inquiry and wisdom-inquiry. The former is what we have at present. It is, however, damagingly irrational. The latter is more rigorous and, potentially, of greater value in human and intellectual terms. It arises as a result of putting the Enlightenment Programme properly into practice. We urgently need to bring about a revolution in academia, so (...) that wisdom-inquiry is put into practice. (shrink)

Intellectualism about human virtue is the thesis that virtue is knowledge. Virtue intellectualists may be eliminative or reductive. If eliminative, they will eliminate our conventional vocabulary of virtue words-'virtue', 'piety', 'courage', etc.-and speak only of knowledge or wisdom. If reductive, they will continue to use the conventional virtue words but understand each of them as denoting nothing but a kind of knowledge (as opposed to, say, a capacity of some other part of the soul than the intellect, such as (...) the will or the appetites). Virtue intellectualists may be pluralists or monists. If pluralist, they identify the virtues with distinct kinds of knowledge. If monist, they identify all the virtues with one and the same kind of knowledge. In a number of dialogues-including the Euthyphro, Apology, Charmides, Euthydemus, Laches, Lysis, Protagoras, and Republic I-Socrates gives arguments that support Reductive Monist Intellectualism (RMI) about human virtue. I disarm an influential objection to RMI as the correct interpretation of Socrates. (shrink)

While wisdom is recognized as a key aspect of human development, it remains unclear how people may be motivated to express and pursue this cherished quality over the course of their development. Here, I investigate the promise of the motivational factors typically covered in Self-Determination Theory (SDT) for offering insights into the expression and development of wisdom. I explore wisdom as conceptualized by the Common Wisdom Model (Grossmann, Weststrate, Ardelt, et al., 2020), which emphasizes moral aspirations (...) and perspectival metacognition. SDT, with its focus on intrinsic tendencies and psychological needs (autonomy, competence, and relatedness), provides a unique lens through which to examine how these wisdom components develop. It offers a view of an agentic person as expressing and developing wisdom in a social context, while navigating life’s difficulties in an unbiased manner. Finally, it offers insight for educational strategies aimed at fostering wisdom, highlighting how an understanding of motivational underpinnings can inform approaches to nurturing wise thinking and behavior. (shrink)

At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and methods (...) of academic inquiry is needed so that the basic aim becomes to promote wisdom, conceived of as the capacity to realize what is of value, for oneself and others, thus including knowledge and technological know-how, but much else besides. This urgently needed revolution would affect every branch and aspect of the academic enterprise. (shrink)

The question on the essence of man and his relationship to nature is certainly one of the most important themes in the philosophy of Hans Jonas. One of the ways by which Jonas approaches the issue consists in a comparison between the contemporary interpretation of man and forms of wisdom such as those conveyed by ancient Greek philosophy and the Jewish tradition. The reconstruction and discussion of these frameworks play a fundamental role in Jonas’s critique of the modern mind. (...) In the first section I introduce the anthropological problem in Hans Jonas’s oeuvre. Moreover, I clarify why it becomes essential for Jonas to resort to different forms of traditional wisdom. In the second and third sections I try to give an account (as complete as possible) of the two generalisations which Jonas shapes in order to criticise the modern concepts of man and nature. In the last section I show how Jonas links these generalisations to his own philosophical assessment of modernity. Finally, I focus on his methodology, which exemplifies how critical thinking may arise from a reconsideration of traditional contents. (shrink)

Steven Yates has criticized my claim that we need to bring about a revolution in the aims and methods of academic inquiry, so that the aim becomes to promote wisdom rather than just acquire knowledge. Yates's main criticism is that the proposed revolution does not have a clear strategy for its implementation, and is, in any case, Utopian, unrealizable and undesirable. It is argued, here, that Yates has misconstrued what the proposed revolution amounts to; in fact it is realizable, (...) urgently needed, and involves exploiting the kind of strategies utilized so effectively by the philosophes of the 18th century French Enlightenment. (shrink)

This research paper explores the enduring relevance of Socratic philosophy and its applicability to the challenges faced by the young generation in today's complex and rapidly evolving society. Drawing upon the timeless wisdom of Socrates, this study aims to provide actionable advice for young individuals navigating the complexities of modern life. By examining key Socratic principles such as critical thinking, self-examination, and the pursuit of virtue, this paper offers a framework for personal growth, ethical decision-making, and the cultivation of (...) a meaningful and purposeful life. (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)

The overarching thesis of this essay is that despite the etymological relationship between the word ‘philosophy’ and wisdom—the word ‘philosophos’, in Greek, means ‘lover of wisdom’—and irrespective of the longstanding tradition of identifying philosophers with ‘wise men’—mainline philosophy, historically, has had little interest in wisdom and has been preoccupied primarily with knowledge. Philosophy, if we are speaking of the mainline tradition, has had and continues to have more in common with the natural and social sciences than it (...) does with the humanities and liberal arts. In advancing this thesis, I divide the history of philosophy into three competing traditions: the mainline tradition of philosophy and two philosophical ‘countercultures,’ one conservative the other radical. At issue between these rival traditions is precisely the relative significance of knowledge and wisdom and their respective places in inquiry. I also provide an account of the distinction between knowledge and wisdom—which I argue is greater than has perhaps been appreciated—and between the natural and applied sciences, on the one hand, and the humanities and liberal arts on the other. (Published Online February 27 2006). (shrink)

The main purpose of this article is to undertake a conceptual investigation of the Berlin Wisdom Paradigm: a psychological project initiated by Paul Baltes and intended to study the complex phenomenon of wisdom. Firstly, in order to provide a wider perspective for the subsequent analyses, a short historical sketch is given. Secondly, a meta-theoretical issue of the degree to which the subject matter of the Baltesian study can be identified with the traditional philosophical wisdom is addressed. The (...) main result yielded by a careful conceptual analysis is that the philosophical and psychological concepts of wisdom, though not entirely the same, are at least parallel. Finally, one of the revealed aspects of the Berlin Wisdom Paradigm, i.e. its relative neglect of the non-cognitive and personal aspects of wisdom is brought to the fore. This deficiency, it is suggested, can be remedied by the application of the virtue ethics' conceptual framework. (shrink)

In this paper I argue for a kind of intellectual inquiry which has, as its basic aim, to help all of us to resolve rationally the most important problems that we encounter in our lives, problems that arise as we seek to discover and achieve that which is of value in life. Rational problem-solving involves articulating our problems, proposing and criticizing possible solutions. It also involves breaking problems up into subordinate problems, creating a tradition of specialized problem-solving - specialized scientific, (...) academic inquiry, in other words. It is vital, however, that specialized academic problem-solving be subordinated to discussion of our more fundamental problems of living. At present specialized academic inquiry is dissociated from problems of living - the sin of specialism, which I criticize. (shrink)

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 concerns of contemporary virtue ethicists than it has perhaps so far seemed. (shrink)

The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as good (...) a world as possible. (shrink)

The original idea of this narrative comes from the above cartoon by Panos Maragos, a Greek cartoonist (according to S. Berger [1]), which I stumbled upon on the Internet some time ago. It was originally intended to be included in the book Meandering Sobriety [2] but was later left out due to its fictitious nature.

A kind of academic inquiry rationally devoted to helping to promote human welfare would give intellectual priority to the tasks of (1) articulating, and improving the articulating of, problems of living, and (2) proposing and critically assessing possible solutions - possible actions, policies, political programmes, ways of living. The pursuit of knowledge and technological know-how would be important but secondary. If such a genuinely rigorous kind of academic inquiry had been in place in our universities at the beginning of the (...) year, many nations would have dealt with Covid-19 far better than they have, and thousands of lives would have been saved. (shrink)

Academic inquiry has two basic inter-related aims. One is to explore intellectually aspects of our world of intrinsic interest and value, for its own sake, and to encourage non-academics to participate in such exploration, thus improving our knowledge and understanding. The other is, by intellectual means, to help humanity solve its problems of living, so that a more peaceful, just, democratic and environmentally enlightened world may be attained. Both are at present betrayed.