Wisdom

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 (...) taken in order to initiate the required transformation and mobilisation. (2020). (shrink)

To shed light on Transcendent Wisdom in comparison with other schools, the author has in seven detailed chapters elaborated on issues such as manifestation of justice in Transcendent Wisdom, Mulla Sadra's interpretation of the intelligible life" and his intellectual development.Ayatollah Javadi Amoli considers demonstration, gnosis and the Quran as the founding elements of Transcendent Wisdom. To reach this wisdom,the soul must set off the four journeys through trans - substantial motion.The author emphasizes that Transcendent Wisdom is more comprehensive than speculative (...) mysticism, illuminationist theosophy and Peripateticism thanks to its incomparably inclusive nature. (shrink)

One of the methods for comparing two philosophical systems with each other is probing into the responses they provide for some basic questions arisen from human thought with respect to the origin and end of being. Such problems have been posed and answered in both Aristotelian and Sadrian systems of thought.In both systems we are dealing with a transcendent being called Allah or Theos. The important point here is to know how they have apprehended and interpreted this transcendent being, which (...) attributes and perfections they have ascribed to Him, and how close they have come to that inaccessible infinite reality.Through a study of the related responses provided by these two schools of thought, we can judge their strength and validity from this angle. (shrink)

Believing in the interplay of all sciences, including human sciences and religious sciences, is one of the bases of relativism. In order to explore the truth of this interplay, it has firstly been tried in this article to discuss the "paradigm of wisdom" from the Islamic point of view.The writer has also discussed the scientists' unsuccessful experience of establishing a relationship between the universalism of wisdom and particularism of experimental sciences, that is, deduction and universalism versus induction and particularism.In still (...) another part, with reference to the interplay of human sciences, the writer has reviewed the ideas of returning to universalism in frameworks such as the philosophy of science, the general systems theory, semiotics and hermeneutics.Finally, the interplay of "the unity of wisdom" and "the multiplicity of sciences" has been introduced in contexts sunh as the paradox of the Quran and the criterion, the path, religion and Divine Laws, the troops and mankind, and the issue of lack of division in shiite exertion as a strategic theory in Islamic culture in order to deal with this philosophical challenge. (shrink)

Suhrawardi considers himself to be the reviver of Iranian wisdom. We can infer two conclusions from this claim: first, his philosophical background is rooted in Iranian wisdom, and, second, he is the founder of Ishraqi school of thought. However, a part of this school which had previously existed in Iran but had been forgotten in his time was revived by him. In this paper, the writer has tried to compare the Iranian wisdom with that of Suhrawardi. He finally concludes that (...) the Iranian wisdom is originally of an Ishraqi nature. (shrink)

I list 200 straightforward facts directly about philosophical matters that virtually all philosophers know and non-philosophers don’t know. We have seriously underestimated the straightforward epistemic accomplishments of philosophy. This leads to a new conception of philosophical achievement and, hence, philosophy itself. I trace the philosophically significant consequences for such a group of facts, regarding philosophical expertise, progress, benefits, and pedagogy.

In this paper, I examined whether evidence from the neuroscience of morality supports the standard models of phronesis, i.e., Jubilee and Aretai Centre Models. The standard models explain phronesis as a multifaceted construct based on interaction and coordination among functional components. I reviewed recent neuroscience studies focusing on brain networks associated with morality and their connectivity to examine the validity of the models. Simultaneously, I discussed whether the evidence helps the models address challenges, particularly those from the phronesis eliminativism. Neuroscientific (...) evidence supported the importance of brain networks, i.e., the default mode, salience, and central executive functioning networks, in moral functioning in general. The findings favorably supported the multifaceted and integrative nature of phronesis proposed by the standard models. Finally, I considered how the two models could explain the mechanisms of phronesis more integratively based on neuroscientific findings. At the end of this paper, with the evidence, I proposed several practical ideas to promote the cultivation of phronesis, e.g., the consideration of coordination among components for moral functioning and the use of moral exemplars. (shrink)

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)

The aim of this paper is to argue that practical wisdom, like any other genuine system in the world, does exist. According to practical wisdom eliminativism, there is no such thing as practical wisdom, or, as Christian Miller has put it, on metaphysical grounds, practical wisdom does not exist. This paper develops an argument, termed the System Argument, which specifies the conditions under which practical wisdom exists and establishes its existence. It further contrasts the System Response, represented by the System (...) Argument, with the Analogy Response, which seeks to demonstrate the existence of practical wisdom through analogies such as the decathlon and enology. This comparison demonstrates the greater explanatory power of the System Argument. (shrink)

Improving Character will help students to appreciate reasons to develop moral virtue, understand what some moral virtues are like, offer strategies they can try out to improve their character, and consider challenging questions about moral virtue and character improvement. It includes 45 newly commissioned essays that are concise, engaging, and mostly jargon-free. It is written for undergraduate students in their first semester. The book has four sections and an appendix. -/- PART I: CONCEPTS AND REASONS 1. Moral virtue: The basics (...) (Heather Battaly, University of Connecticut) 2. The need for character improvement (Liezl van Zyl, University of Waikato) 3. Reasons to improve your character traits (Robert J. Hartman, Ohio Northern University) PART II: PRACTICAL WISDOM AND MORAL VIRTUES 4. Practical wisdom (Maria Silvia Vaccarezza, University of Genoa) 5. Courage (Adam C. Pelser, United States Air Force Academy) 6. Patience (Anne Jeffrey, Baylor University) 7. Perseverance (Timothy J. Pawl, University of St. Thomas) 8. Hope (Aaron D. Cobb, Wake Forest University) 9. Temperance (Alan T. Wilson, University of Bristol) 10. Honesty (Christian B. Miller, Wake Forest University) 11. Humility (Robert C. Roberts, Baylor University) 12. Mildness (Kevin Timpe, Calvin University) 13. Justice (Mark LeBar, Florida State University) 14. Gratitude (Tony Manela, Siena College) 15. Generosity (Andrew Pinsent, University of Oxford) 16. Loyalty (John Kleinig, John Jay College CUNY) 17. Integrity (Jennifer A. Herdt, Yale University) 18. Love (Eric J. Silverman, Christopher Newport University) 19. Hospitality (Brandon Warmke, University of Florida) -/- PART III: STRATEGIES 20. Habituation and scripts to cultivate honesty (Howard J. Curzer, Texas Tech University) 21. Friendship to cultivate practical wisdom (Kristján Kristjánsson, University of Birmingham) 22. Imitating role models to cultivate courage (Eric Yang, Santa Clara University) 23. Nudging to cultivate generosity (Bart Engelen & Alfred Archer, Tilburg University) 24. Selecting circumstances to cultivate digital temperance (Dylan F. Brown, Duke University & Michael Lamb, Wake Forest University) 25. Internalizing Stoic aphorisms to cultivate mildness (Brittany Polat, Stoicare) 26. Journaling to cultivate gratitude (Philip C. Watkins, Eastern Washington University) 27. Understanding surprising human tendencies to cultivate integrity (Marcella Linn, Loyola University Chicago) 28. Anarchist calisthenics, radical honesty, and creating social norms to cultivate justice (Jason Brennan, Georgetown University) 29. Manners to cultivate civility (David McPherson, University of Florida) 30. Running to cultivate perseverance (Sabrina B. Little, Christopher Newport University) 31. Experiencing nature to cultivate patience (Silvia Caprioglio Panizza, University of Tübingen) 32. Meatless meals to cultivate temperance (Elizabeth Foreman, Missouri State University) 33. Twelve steps in Alcoholics Anonymous to cultivate humility (Michael W. Austin, Eastern Kentucky University) 34. Christian rituals to cultivate hope (Ryan West, Grove City College) 35. Reading literature to cultivate love (Kirsten M. K. Welch, Baylor University) PART IV: QUESTIONS 36. How do we know which character traits are moral virtues? (Rebecca Stangl, University of Virginia) 37. How can you know if you have successfully cultivated virtue? (Jennifer Cole Wright, College of Charleston) 38. Is character education in the university objectionably paternalistic? (Jennifer Rothschild, Wake Forest University) 39. Is virtue signaling consonant with moral virtue? (Neil Levy, University of Oxford/Macquarie University) 40. Is suffering good when it is essential to exercising a moral virtue? (Michael S. Brady, University of Glasgow) 41. Are there serious costs to being morally virtuous? (Denise Vigani, Seton Hall University) 42. What is the relationship between luck, virtue, and flourishing? (Lorraine Besser, Middlebury College) 43. Can bad luck prevent some people from developing moral virtue? (Alexandra T. Romanyshyn, Seattle University) 44. Does character luck rule out free will and moral responsibility? (Robert J. Hartman, Ohio Northern University) 45. Can the choice to radically change your character be rational? (Marcela Herdova, Florida State University) APPENDIX A Christmas Carol (Charles Dickens) . (shrink)

This article justifies virtuous gratitude as an aim of formal education. This virtue is characterised by the disposition to perceive, think, feel and act in accordance with the moral ideal of acknowledging and cherishing the gratuitous good in life. At its heart lies a conscientious commitment to this ideal, infused with a concern for truth, justice and wellbeing. This virtue also requires guidance by wisdom, and a capacity for reflective awareness and imagination. We map risks accompanying misguided gratitude and the (...) shortcomings that must be overcome to avoid them. We demonstrate why this virtue is both conducive to and constitutive of flourishing—an important overarching aim of education. Virtuous gratitude can deepen people’s outlook and promote ongoing self-cultivation and wisdom. Thus, fostering this virtue not only necessitates education but contributes to it. We conclude that virtuous gratitude is not merely a legitimate aim, but a required aim of formal education. (shrink)

There are two ways that philosophy could transform a philosopher’s life to make it substantially more meaningful: on the one hand, philosophical inquiry might reveal other activities beyond it that would make the life meaningful, enabling a philosopher to live meaningfully as a result of the inquiry, while, on the other hand, it might be that doing philosophy is in itself one way to make the philosopher's life notably meaningful. In this chapter I explore the latter path. I argue against (...) views of meaning in life entailing that philosophy could not itself be particularly meaningful or only rarely could be, after which I critically reflect on respects in which philosophical reflection might enhance the meaning in the philosopher's life. In particular, I critically discuss views of Bertrand Russell, W. D. Ross, Joseph Mintoff, and Robert Nozick that purport to explain how philosophy itself confers meaningfulness in terms of the extensiveness of its object, contending that their explanations are not as comprehensive and explanatorily deep as the new one I provide. (shrink)

Wise agents are characteristically open-minded. In this paper I discuss why that is the case. Central to my argument is the notion that open-mindedness is an inquiring attitude. A standard thought about inquiring attitudes is that they entail ignorance – if S is inquiring into a question q then S doesn’t know its answer pq. This, however, doesn’t sit well with some of our intuitions about open-mindedness for, as I shall show, there are instances of open-mindedness where S knows that (...) pq and yet is justified in inquiring into q. I explain that such instances are best explained in terms of KK-failure, i.e., failing to know that one knows, and more specifically a sort of KK-failure that emerges out of S’s sensitivity to unawareness. I argue that a wise agent too is in a similar state of KK-failure in relation to the body of knowledge that makes her wise, and it’s precisely because of this that a wise agent remains characteristically open-minded. (shrink)

In this paper, I examine why moral exemplars are useful and even necessary in moral education despite several critiques from researchers and educators. To support my point, I review recent AI research demonstrating that exemplar-based learning is superior to rule-based learning in model performance in training neural networks, such as large language models. I particularly focus on why education aiming at promoting the development of multifaceted moral functioning can be done effectively by using exemplars, which is similar to exemplar-based learning (...) in AI model training. Furthermore, I discuss the potential limitations and issues related to exemplar-applied moral education with findings from recent studies in AI research raising concerns about model biases and toxic outcomes. I attempt to propose ways to address the concerns regarding employing moral exemplars as well. As remedies, I suggest that autonomy-supporting deliberative and reflective learning processes should be utilized. Furthermore, based on the discussion, I examine how macroscopic socio-cultural aspects influence the effectiveness of exemplar-applied moral education. Suggestions for moral educators and future directions for research in moral education are briefly discussed. (shrink)

Meta-learning is learning to learn, which includes the development of capacities to transfer what people learned in one specific domain to other domains. It facilitates finetuning learning parameters and setting priors for effective and optimal learning in novel contexts and situations. Recent advances in research on artificial intelligence have reported meta-learning is essential in improving and optimizing the performance of trained models across different domains. In this paper, I suggest that meta-learning plays fundamental roles in practical wisdom and its cultivation (...) within moral domains. I support my argument with findings from studies in psychology, neuroscience, and computer science. Moreover, I suggested concrete ideas for moral education to foster wisdom cultivation along with meta-learning with evidence from studies across various fields. Particularly, I underscored that exemplars, including role models and mentors, play fundamental roles in education. Finally, I discussed the potential implications of the introduction of the concept, meta-learning, to moral education addressing concerns and issues related to socio-cultural diversity. (shrink)

By examining Francisco Suárez’s writings on prudence, this article challenges interpretations that align his conception with early modern, politically oriented notions of prudence. According to this interpretation, prudence would be considered as a skill related to the political life, a practical wisdom that primarily regards the sphere of human action, connected to justice. Focusing on three moral treatises (De voluntario et involuntario in genere, De bonitate et malitia humanorum actuum and De actibus, qui vocantur passiones), this paper argues instead that (...) Suárez understands prudence in continuity with 13th- and 14th-century scholastic thought, especially Thomas Aquinas. Prudentia is in fact conceived by Suárez as a cardinal and intellectual virtue, a connecting principle between the other virtues, an indispensable basis for good action, supported by the action of grace. Although concerned with the circumstances of active life, prudence ultimately remains ordered to wisdom (sapientia) and oriented toward the contemplative life. (shrink)

There are a number of well-established concepts explaining decision-making. The sociology of wise practice suggests that thinking preferences like the use of intuition form a cornerstone of administrators’ virtuous practice and phronesis is a likely candidate to explain this behaviour. This contribution uses conceptual and theoretical resources from the behavioural sciences, management science as well as philosophy to account for individual level differences of employees regarding thinking preferences in administrative professions. The analysis empirically investigates the behavioural dimension of the preference (...) for intuition vs the preference for deliberation to cast light on three different intuitive markers present among individuals who also prefer to use deliberation. We explore possible explanations for the differences and similarities of our global sample of 2227 workplace respondents who conceptually represent phronetic practitioners. The results show that many phronetic practitioners prefer the intuitive marker of unconscious thought, besides using deliberation. (shrink)

Phronesis, or practical wisdom, is a capacity the possession of which enables one to make good practical judgments and thus fulfill the distinctive function of human beings. Nir Eisikovits and Dan Feldman convincingly argue that this capacity may be undermined by statistical machine-learning-based AI. The critic questions: why should we worry that AI undermines phronesis? Why can’t we epistemically defer to AI, especially when it is superintelligent? Eisikovits and Feldman acknowledge such objection but do not consider it seriously. In this (...) paper, we argue that there is a way to reconcile Eisikovits and Feldman with their critic by adopting the principle of epistemic heed, according to which we should exercise our rational capacity as much as possible while heeding a superintelligence’s output whenever possible. (shrink)

In The Road to Wisdom, Francis Collins reminds us of the four core sources of judgment and clear thinking: truth, science, faith, and trust. Drawing on his work from the Human Genome Project and heading the National Institutes of Health, as well as on ethics, philosophy, and Christian theology, Collins makes a robust, thoughtful case for each of these sources -- their reliability, and their limits. Ultimately, he shows how they work together, not separately -- and certainly not in conflict. (...) It is only when we relink these four foundations of wisdom that we can begin to discern the best path forward in life. (shrink)

In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...) Based on the reviewed neuroscientific research on morality, I will examine how evidence can support the model of moral education proposed by virtue ethics, Neo-Aristotelian moral philosophy in particular. Particularly, two main aims of virtue ethics-based moral education, the habituation of virtues and the cultivation of phronesis, will be discussed as the important purposes of moral education based on neuroscientific evidence. (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)

The skill model of wisdom argues that practical wisdom can be best understood in terms of practical skill or expertise, and the model is thought to have the characteristic of focusing on how wise people think rather than how wise people feel. However, from the perspective of Kunzmann and Glück, “it is time for an ‘emotional revolution’ in wisdom research, which will contribute to a more balanced view on wisdom that considers emotional factors and processes as equally typical of wisdom (...) as are cognitive and reflective factors” (Kunzmann U, Gluck J [2019] Wisdom and emotion. In: Sternberg R, Gluck J (eds) The cambridge handbook of wisdom. Cambridge University Press, Cambridge, pp 575–601). Kunzmann and Glück’s appeal for this emotional revolution is significant and intriguing because the inclusion of an explanation of the role of emotion in wisdom can contribute to developing the skill model of wisdom into a more comprehensive framework that recognizes the intricate relation between wisdom and emotions. In this paper, I shall propose and develop a skill account of the emotions of the wise to serve as a supplement to the skill model of wisdom. According to this account, first, at the critical level, having emotions and emotional competence as elements is not essential to wisdom; second, at the theoretical level, a wise person feels an emotion E if and only if E is strategically rational for the wise person; and third, at the metatheoretical level, the primary aim of the skill account is to explain why wise people feel in a particular way rather than to describe how wise people feel. (shrink)

My aim in this paper is to investigate the nature of advice better to understand the social and interpersonal dimension of wisdom. I seek to investigate the issue of wisdom within social epistemology, since the definitions proposed so far focus on the conditions of an individual character, based on the phenomenon of advice. The ability to give good advice is commonly associated with the figure of the sage. Since advice involves at least two individuals in a joint dialogue, it will (...) be possible to extract interpersonal and social aspects of this practice. In this paper, I will discuss the following questions: Can advice be reduced to a particular case of testimony? What is the definition of advice? Furthermore, what indications are there regarding advice as a necessary condition for wisdom? Is wisdom a concept that belongs to the scope of social epistemology? (shrink)

What is wisdom? What does a wise person know? Can a wise person know how to act and live well without knowing the whys and wherefores of his own action? How is wisdom acquired? This Element addresses questions regarding the nature and acquisition of wisdom by developing and defending a skill theory of wisdom. Specifically, this theory argues that if a person S is wise, then (i) S knows that overall attitude success contributes to or constitutes well-being; (ii) S knows (...) what the best means to achieve well-being are; (iii) S is reliably successful at acting and living well (in light of what S knows); and (iv) S knows why she is successful at acting and living well. The first three sections of this Element develop this theory, and the final two sections defend this theory against two objections to the effect that there are asymmetries between wisdom and skill. (shrink)

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)

Xuanzang (602–664) is famous for his legendary life, his important translation works, and also his Discourse on the Realisation of Consciousness-Only (Vijñapti-mātratā-siddhi, 成唯識論). This text, which is considered as a synthesis of Yogācāra thought, has been diversely interpreted by modern scholars and is still discussed, in particular about the status of external things. Nevertheless, this issue seems to be of little interest for Yogācāra thinkers compared to other topics such as the Noble Path, or else the three types of wisdom (...) (trividhā prajñā, 三慧): learning (śruta, 聞), reasoning (cintā, 思), and cultivating (bhāvanā, 修). As emphasized in recent research, this topic represents a major issue for Buddhist practitioners. In an attempt to analyse it in Xuanzang’s Discourse, and more generally in Yogācāra thought, this paper will first discuss Asaṅga’s and Vasubandhu’s thought on the three types of wisdom. Secondly, since it is important to replace the three types of wisdom in the general argumentation of Xuanzang’s Discourse, we will present the structure of his text which is modelled on a “path” leading progressively to Supreme Awakening. Then, we will present the main elements of the Noble Path and situate the three types of wisdom into it. Finally, we will explain that Xuanzang follows Asaṅga’s and Vasubandhu’s conceptions and eventually confirm the importance of the three types of wisdom in Yogācāra thought. (shrink)

This article aims at developing a phronesis-oriented philosophical counselling, with a focus on the idea of semantic sentiment. In Section 1, we elucidate the characteristics of phronesis-oriented approach to philosophical counselling and state our reason for adopting this approach. In Section 2, we consider three visions of phronesis-oriented philosophical counselling, i.e., the Socratic vision, the Platonic vision, and the skill-based vision, and argue for the third vision. In Sections 3 and 4, we show how to practice such phronesis-oriented philosophical counselling (...) by introducing, exploring, and applying the idea of semantic sentiment. (shrink)

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

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 (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (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)

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 (...) world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

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 (...) might learn from scientific progress how to achieve social progress towards an enlightened world, made three gross blunders – and it is these blunders, still uncorrected, that are built into academia today, and result in its current dysfunctional character. We urgently need to correct these blunders and transform academia, so that it becomes rationally, effectively and actively engaged in helping humanity discover what to do to solve the global problems that threaten our future, and thus make progress towards a good, enlightened world. (shrink)

This paper maps out various options for thinking about two issues: the structural relationship between practical wisdom and the moral virtues, and the various functions of practical wisdom. With the help of a case study of the virtue of honesty, three main concerns are raised for what I call the Standard Model of practical wisdom. Two other models, the Socratic Model and the Fragmentation Model, are also critically evaluated. I end by taking seriously an eliminativist approach according to which the (...) trait of practical wisdom does not exist. (shrink)

First, let me start by thanking all of my commentators for doing a careful reading of my book, providing me with lots of though-provoking responses, and on top of all of that for the significant time commitment in being a part of this symposium. I’m very grateful for all the support! Let me add a further note of thanks to Noell Birondo for taking on the role of editor in bringing all of these wonderful contributions together in this issue of (...) Ethical Theory and Moral Practice. (shrink)

Journal of Philosophy of Education, Volume 55, Issue 6, Page 1081-1096, December 2021.

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.) (...) Unter den Bedingungen der Moderne ist es daher schwierig, über historische Aussagen hinaus Auskunft über das zu geben, was mit Weisheit aus Sicht der Philosophie gemeint ist und wie sie philosophisch zu verstehen ist. -/- Dieser misslichen Situation ist nur dadurch zu entgehen, dass man versucht, die innere Logik dieses Auflösungsprozesses zu rekonstruieren, um die Möglichkeiten einer heutigen Rede von Weisheit auszuloten. Bei diesem philosophiegeschichtlichen Rekonstruktionsversuch zeigt sich, dass Weisheit und Vernunft eine Symbiose eingegangen sind. Zum Wesen der Vernunft gehört es, kohärente Ordnungen zu erkennen und ggf. Ordnungen allererst zu stiften, wobei von Ordnung immer dann gesprochen werden kann, wenn Differentes zu einer Einheit verbunden ist. In der Geschichte der Philosophie wird Weisheit, Vernunft und Geordnetheit von drei Vernunftinstanzen ausgesagt: von Gott (als absoluter Weisheit), von der Welt (als objektiv gewordener Weisheit oder kosmischer Weisheit) und vom Menschen (als subjektiv-endlicher Weisheit). Weisheit wird diesen Instanzen deshalb zugeschrieben, weil sie – wenngleich in je unterschiedlicher Weise – über Vernunft verfügen, die wir immer dort vermuten, wo wir begründet eine Ordnung im Sinne einer Einheit von Differentem unterstellen können. Weisheit ist mithin eine Syntheseleistung. Und Aufgabe des Weisen ist es, Ordnung zu stiften (2.). -/- Der Auflösungsprozess von Philosophie und Weisheit erweist sich auf diesem Hintergrund nicht als zufälliger Betriebsunfall der Philosophiegeschichte, sondern folgt einer Logik, die sich aus den wandelnden Inbeziehungsetzungen der drei Vernunft- und Weisheitsinstanzen ergibt. In der Antike kommt dem Kosmos als Weisheitsinstanz der Primat zu; im Mittelalter der absoluten Weisheit Gottes und in der Neuzeit dem endlichen Vernunftsubjekt. Sein sich zunehmend steigernder Anspruch auf Freiheit jedoch, der sich als philosophiegeschichtlich-neuzeitlicher Reflex auf einen „Betriebsunfall“ des Spätmittelalters, die Übersteigerung des Theorems der Allmacht Gottes, lesen lässt, verträgt sich schlussendlich nicht einmal mehr mit der Bindung an irgendein Weisheitsideal (3.). Soll Weisheit in diesem „Kommerzium der Freiheit“ (Hermann Krings) als Orientierungsgröße noch eine Chance haben, dann muss sie als Kompetenz bestimmt werden, das unter Freiheitsbedingungen fast Unmögliche zu leisten, nämlich Ordnung und Ordnungen aus Freiheit zu stiften: „Sapientis est ordinare!“. (shrink)

How can the world we live in and see, touch, hear, and smell, the world of living things, people, consciousness, free will, meaning, and value - how can all of this exist and flourish embedded as it is in the physical universe, made up of nothing but physical entities such as electrons and quarks? How can anything be of value if everything in the universe is, ultimately, just physics? In Our Fundamental Problem Nicholas Maxwell argues that this problem of reconciling (...) the human and physical worlds needs to take centre stage in our thinking, so that our best ideas about it interact with our attempts to solve even more important specialized problems of thought and life. When we explore this fundamental problem, Maxwell argues, revolutionary answers emerge for a wide range of questions arising in philosophy, science, social inquiry, academic inquiry as a whole, and - most important of all - our capacity to solve the global problems that threaten our future: climate change, habitat destruction, extinction of species, inequality, war, pollution of earth, sea, and air. An unorthodox introduction to philosophy, Our Fundamental Problem brings philosophy down to earth and demonstrates its vital importance for science, scholarship, education, life, and the fate of the world. (shrink)