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Unit 4

Prof. B. Sitaula, Norwegian University of Life Sciencesbishal.sitaula@umb.no

By three methods we may learn wisdom: First by reflectionwisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience which isthird by experience, which is the bitterest. ‐ Confucius

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If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. Nelson Mandela

SophologyConsists of two greek words ;Consists of two greek words ;Sophia: Wisdom andLogus : Study

This word does not appear as such in ancient This word does not appear as such in ancient classical literature and is a later coinage based on two greek words that means simply; The study of wisdom.

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What is Wisdom in the context of Philosophy?Most of the time, it seems that philosophy is pursued without passion and without love, as if it were a technical subject like engineering or simple 

th ti  mathematics. 

Although there is certainly a role for dispassionate research, philosophy must ultimately derive from some passion for the ultimate goal — and this is where we come to the question of wisdom. 

The fact that philosophy is a type of inquiry, however, emphasizes the fact that it is about asking questions —questions which, in fact, may never actually get final answers. 

Multi‐faceted nature of wisdom Source: Copthorne Macdonald

A reality seeking attitudeA reality seeking attitudeNon Reactive acceptanceHolistic seeing (e.g. system)Desire for realization of oneness Desire for realization of oneness (e,g. gestalt)Behavior that benefits other

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What is wisdom?

The Oxford English Dictionary, 2nd ed. Capacity of judging rightly in matters relating to life and conduct; soundness of judgement in the choice of means and ends; sometimes, less strictly, sound sense, esp in practical affairs: opposite to sound sense, esp in practical affairs: opposite to folly.”

The Concept of WisdomWisdom is the use of intelligence  Wisdom is the use of intelligence, creativity, and knowledge Toward a common good by Balancing intrapersonal, interpersonal, and extrapersonal interests Over the long extrapersonal interests Over the long and short term Through the infusion of values and By adapting to, shaping, and selecting environments.

Source: Robert J. Sternberg

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Wisdom is a deep understanding and realizing of people, things, events or situations, resulting in the ability to choose or act to consistently produce the optimum results with a minimum of time and energy (Wikipedia 2010)time and energy (Wikipedia, 2010)

Wisdom is the ability to optimally (effectively and efficiently) apply perceptions and knowledge and so produce the desired results.

Wisdom is comprehension of what is true or right coupled with optimum judgment as to action. Synonyms include: sagacity, discernment, or insight.

WisdomWisdom is the ability to know andWisdom is the ability to know and decide on which thoughts and actions are beneficial and would lead to peace of mind, freedom and h i A d hi h hhappiness. And, which are those thoughts and actions that are harmful and would lead to suffering and entanglement.

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Wisdom often requires t l f ' ticontrol of one's negative

emotional reactions so that one's principles, reason and knowledge prevail toknowledge prevail to determine one's actions

Wisdom involves (Source: Copthorne Macdonald):Seeing things clearly; seeing things as they areActing in prudent and effective waysActing with the well being of the whole in mindActing with the well‐being of the whole in mindDeeply understanding the human/cosmic situationKnowing when to act and when not to actBeing able to handle whatever arises with peace of mind and an effective, compassionate, holistic responseBeing able to anticipate potential problems and avoid them

Each of these simple statement helps clarify some aspect of wisdom, but none tells the whole story.

Source : http:/www.wisdompage.com/tw-ch01.html

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Robert Jeffrey Sternberg (born December 8, 1949), is an American psychologist and psychometrician and Provost at Oklahoma State University. He was formerly the Dean of Arts and Sciences at Tufts University, IBMy,Professor of Psychology and Education at Yale University and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. Sternberg has a BA from Yale University and a PhD from Stanford University  University and a PhD from Stanford University. Gordon Bowerwas his PhD advisor. He holds ten honorary doctorates from one North American, one South American, and eight European universities, and additionally holds an honorary professorate at the University of Heidelberg in Germany. He is currently also a Distinguished Associate of The Psychometrics 

For thirty years, Robert J. Sternberg has been among the most vocal critics of narrow conceptions of intelligence. In Wisdom, Intelligence, and Creativity Synthesized Sternberg critically reviews and summarizes the best research available on human summarizes the best research available on human intelligence. He argues that any serious understanding of intelligence must go beyond the standard paper and pencil tests currently in use. In addition to analytical and quantitative abilities, a theory of intelligence must take account of peoples' creative abilities ‐ their ability to go be ond gi en information and imagine ne  and to go beyond given information and imagine new and exciting ways of reformulating old problems. It must also take into account peoples' ability to weigh options carefully and act prudently. Understanding one's own intellectual shortcomings and learning how to overcome, Sternberg argues, is just as important as d l h h h

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Wisdom  Intelligence  CreativityWisdom, Intelligence, CreativitySynthesized

A book by : Robert J  SternbergA book by : Robert J. Sternberg

Robert J. Sternberg

In Wisdom, Intelligence, and Creativity Synthesized, Sternberg critically reviews and summarizes the best research available on human intelligence. research available on human intelligence. Understanding one's own intellectual shortcomings and learning how to overcome, Sternberg argues, is just as important as developing one's strengths. 

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Why WICS?You need CREATIVE skills and attitudes to come You need CREATIVE skills and attitudes to come up with ideasYou need ANALYTICAL skills and attitudes to decide whether ideas are good ideasYou need PRACTICAL skills and attitudes to make your ideas functional and to convince others of the l   f   idvalue of your ideas

You need WISDOM to balance the effects of ideas on yourself, others, and institutions in both the short and long terms 

Source: Robert J. Sternberg

Some definitions of wisdomAuthor Definition

Robinson Three historical definitionsGreek : An intellectual, moral, practical life; a life lived in conformity withtruth ,beauty.Christian: A life lived in pursuit of divine, absolute truth.Contemporary: A scientific understanding of laws governing matter in motion

Baltes and Smith

Wisdom is expertise in the domain of fundamental life pragmatics, such as, life planning or life review. It requires a rich factual knowledge about lifematters, rich procedural knowledge about life problems, knowledge ofdifferent life contexts and values of priorities, and knowledge about theunpredictability of life.

Sternberg Wisdom is a metacognitive style plus sagacity, knowing that one does not know everything, seeking the truth to the extent that it is knowable.

Kithchnerand Brenner

Wisdom is an intellectual ability to be aware of the limitations of knowingand how it impacts solving ill defined problems and making judgements, characteristics of reflective judgement.

Arlin Wisdom is closely associated with problem‐finding ability, a fundamental cognitive process of reflection and judgement.

Source: Sternberg, R. (ed.) Wisdom: Its nature, origins and development ;Cambridge: Cambridge University Press, 1990)

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Knowledge vs wisdomKnowledge is defined as the capacity( potential or actual) to takeeffective action in varied and uncertain situations (Bennet & Bennet, 2004).2004).

Some authors have argued that wisdomwas the end of a continuummadeup of;

data→ information→ knowledge→ wisdom

However, according to Peter Russell,Various people have pointed to the progression of data to informationto knowledge  Continuing the progression suggests that knowledgeto knowledge… Continuing the progression suggests that knowledgeleads to the emergence of a new level, what we call wisdom….. Throughknowledge, we learn how to act in our own better interests…. Wisdomreflects the values and criteria that we apply to our knowledge. Itsessence is discernment. Discernment of right from wrong; Helpfulfrom harmful; Truth from delusion. 

What wisdom is not?Also wisdom is not same as intelligence, logic, creativity, truthtruth

Solomon: Wise

Einstein: Intelligent

Mil  C iMilton: Creative

Not set of rules, values.

Not virtue

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Simplified comparision among wisdom, intelligence & creativity

Aspect Wisdom Intelligence Creativity

Knowledge Understanding of itspresuppositions & meaningas well as its limitations

Recall, analysis, and use

Going beyond whatis available

Processes Understanding of what is automatic & why

Automatization ofprocedures

Applied to noveltasks

Primaryintellectualstyle

Judicial Executive Legislative

Personality Understanding of ambiguity& obstacles

Eliminatingambiguity & overcoming obstacleswithin conventional

Tolerance ofambiguity & redefinition ofobstacleswithin conventional

frameworkobstacles

Motivation To understand what is known & what it means

To know & to usewhat is known

To go beyond what is known

Environmental context

Appreciation in environmentof depth of understanding

Appreciation in enviroment of extent& breadth ofunderstanding

Appreciation in environment ofgoing beyond what is currently understood

Traits of the wise(Perspectives of pshychologists)

Empathic, reflective [M. Csikszentmihalyi and K. p , [ yRathunde].Overall competence, good judgment, communication 

skills, sees things in large framework, exceptional understanding [M. Chandler].Probes knowledge, seeks truth, welcomes ambiguity, 

resists automatization [R. Sternberg].[ g]Good judge, realizes 'knowing' is uncertain, sensitive 

to contexts [K. Kitchener and H. Brenner].Solves own problems, advises others, manages social 

institutions [D. Kramer].Source:www.swaraj.org/shikshantar/vimukt_02.html

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Need of wisdom studiesThere are several reasons why education at all level should seriously consider including instruction in i d l d  kill  i   i lwisdom‐related skills in curriculum.

First, knowledge is insufficient for wisdom and certainly does not guarantee satisfaction, happiness, or behavior that looks beyond self‐interest. Wisdom seems a better vehicle to the attainment of these goalsgoals.Second, wisdom provides a way to enter considered and deliberative values into important judgments. One cannot be wise and at the same time impulsive, mindless, or immoral in one's judgments.

Need of wisdom studies (contd)

Third, wisdom represents an avenue to creating a better  more harmonious  orld  Dictators such as better, more harmonious world. Dictators such as Adolf Hitler and Joseph Stalin may have been knowledgeable. They may even have been good critical thinkers, at least with regard to the maintenance of their own power. They were not wise.Fourth and finally  students  who later will become Fourth and finally, students, who later will become parents and leaders, are always part of a greater community. Hence, they will benefit from learning to judge rightly, soundly, and justly on behalf of their communitySource : www. Knowledgetowisdom.org/basic

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Need of wisdom studies (contd.)

Current global problems f  th i ti lit femerge from the irrationality of

academic inquiry, from ourlong‐standing pursuit ofknowledge dissociated from knowledge dissociated from the more fundamental pursuitof wisdom

Need of wisdom studies

Population growth, the terrifying lethal character of modern  ar and terrorism  immense discrepancies of modern war and terrorism, immense discrepancies of wealth across the globe, annihilation of indigenous people, cultures and languages, impending depletion of natural resources, destruction of tropical rain forests and other natual habitats, rapid mass extinction of species, pollution of sea, earth and air, extinction of species, pollution of sea, earth and air, thinning of the ozone layer, global warming‐even the AIDs epidemics all these relatively recent crises have been made possible by human’s greed assisted by modern science and technology.

. Source : www. Knowledgetowisdom.org/basic

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Need of wisdom studies

Before the advent of modern science  lack of wisdomBefore the advent of modern science, lack of wisdomdid not matter too much, we lacked the means to do too much damage to ourselves and the planet. Butnow, in possession of unprecedented powersbequeathed to us by science, lack of wisdom, stemming from the long standing irrationality of ourg g ginstitutions of learning, has become a menance.

Source : www. Knowledgetowisdom.org/basic _arg.htm

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CIVILISED PEOPLE!!!

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CIVILISED PEOPLE!!!

IN THE NAME OF GOD!!!

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I smile despite this unfair world !

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The World Today1.2 billion live on <$1 per day11 million children under five die each year 11 million children under five die each year 450 million affected by mental, neurological or behavioural problems at any time 873,000 die by suicide every yearHigh levels of depression, anxiety

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g p yGrowing gap between haves, have‐nots 87% believe work lacks meaning beyond pay

DevelopmentMeaningMeaning- measurements (GNP, GDP, PCI, etc)

Final Goal-Happy and peaceful society

After long journy, have we found it?

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What has happend?”All the evidences says that on average people All the evidences says that on average people

are no happier today than people were fifty years ago. Yet at the same time average income have more than double”(Richard Layard, 2005).

Income and happinessIncome and happiness

40 K

30 K

20 K

10 K

20 K

Richard Layard, 2005

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COMPARING COUNTRIES

INCOME PER HEAD ($ PER YEAR)

“If we look at the right hand part of it, we can see that for countries above $ 20,000 a head,

additional income is not associated with extra happiness.”*Source: Richard Layard, Happiness – Lessons from a new science, Penguin Books, London, 2005, p. 32-33

How much we waste?

Source: General Social Survey, USA.  See Lane (2000)

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Moving for better developement

Source: Zohar & Marshall, 2004

GDP and Life Satisfaction in the UKA Challenge to the Political Status Quo

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Wisdom based societyWisdom society seeks to be life affirming, sustainable, Wisdom society seeks to be life affirming, sustainable, just and peaceful;

It places personal growth, consciousness, spirituality, and love at the center of life; and has its end aim theharmonious evolution of all humanity toward itshighest potential.

Where do we find wisdom?Historyy

In the philosophies of different philosophers such as Aristotle, Confucius, Mahatma Gandhi, Sri Sri etc.

Different religious faiths, doctrines

Geeta, Veda, Bible, Kuran, Dhamapada etc.

Wisdom is not limited to only one book, sayings and so on. The sources of wisdom are many.  

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Application of wisdomEducationEducationDevelopmentConflict resolutionProblem solvingInterpersonal relationshipActing and leadershipActing and leadershipCollective actionGroup consiousness

Some historical wise people

Socrates

Confucious Solomon

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Studies on Measuring wisdomAuthor & date

Model of wisdom

Basis for the

model

Purpose Method Participants Results

Wink & Helson(1997)

Categorization into prac-ti-cal and metaphysical. For personality, similar to

Follows philo-sophic & psychol-ogical divisions.

Test validity of two measurement instruments, one for practical (PWS) and

Data gleaned from earlier longitudinal study. Practi-cal wisdom assessed by responses to Adjective Check List at ages 27 & 52; transcendent wisdom by response to an open-ended question, specifically on

94 female graduates of Mills College, 44 men (husbands of females), primarily white and socially advantaged, otherwise heterogeneous.

PWS scores tended to increase from age 27 to 52. PWS correlated significantly with Dominance & Empathy scales from CPI at age 21, and with ego development at age 43, and Insight and Autonomy prototype scores from CAQ at age 43, Generatively Prototype (age 43), enjoyment of being a mentor.TRW correlated significantly with Flexibility, Psychological Mindedness, and Empathy from CPI at age

that of Achenbaum& Orwoll(1991).

( )one for transcendent wisdom (TRW).

q p ywisdom, asked at age 52. Other mental measures given also at ages 21 and 43.

y g p y g21, Intuition-Sensation scale from MBTI (age 43) and Occupational Creativity scale and CPI Flexibility scale.CPI Psychological Mindedness scale correlated with both PWS & TRW. Status level, marital satisfaction, SAT scores did not correlate with PWS or TRW scores.

Jason, et al. (2001)

Themes identified from a first study (common opinions), plus items from 3 selected authors.

See Model of Wisdom.

Test validity of a measurement instrument.

First study: Asked to name wisest living person they knew, with some details.Second study: Response to 38-item questionnaire, on Likert-type scale (“not at all” to “definitely”).

First study: 43 adults (35 women, mixed race and religion; half with graduate degree. Second study: 242 undergraduate psychology students (about 2/3 female, mixed race, most Catholic.

First study: Qualities most frequently mentioned were drive/tenacity/leadership, and insight/spirituality. Also being smart and being loving, and being reliable/practical were frequently mentioned.Second study: Factor analysis indicated 5 general dimensions of wisdom: harmony (e.g., good judgment, openness, sees meaning & purpose in life); warmth, intelligence, connecting to nature, and spirituality (2 items: feels love, fellowship, or union with god, and Living a spiritual life).p )

Perry, et al. (2001)

Jason et al.’s Foundational Value Scale

See Model of Wisdom.

Create an Adolescent Wisdom Scale (AWS), and examine associations between it and adolescent substance use and other problem behaviors.

Self-rating for 23 qualities on a Likert-type scale (“do not at all have the quality or characteristic” to “definitely have the quality or characteristic”)

2,027 high school seniors from northeastern Minnesota, 96% Caucasian, middle to lower-middle class.

Three subscales for the AWS identified: Harmony and Warmth, Intelligence, and Spirituality. Scale and subscales significantly correlated with less alcohol and cigarette use (and for females less marijuana use), fewer violent behaviors, less peer influence, greater self-efficacy, and lower scores on the MMPI-A Scales (which was the largest correlation). The AWS did not correlate significantly with adolescent health-compromising behaviors after controlling for other known risk factors.

Measuring wisdom, ..contdAuthor & date

Model of wisdom

Basis for the

model

Purpose Method Participants Results

Ardelt (2003)

Wisdom as “integration of

Clayton & Birren

Develop, and test validity of a self-

Pretest to identify 132 items. From response to these by 180

180 adults (ages 52-87) 73%

The 3D-WS correlated significantly with mastery, general well-being, purpose in

cognitive, reflective, and affective dimensions”.

(1980). administered assessment of wisdom (the 3D-WS) “for use in large, standardized surveys of older populations.”

participants, 39 items retained (the 3D-WS), and this question-naire (Likert-type responses) responded to 10 months later by 163 of the original participants. Responses compared w ratings of qualitative inter-views by 40 participants. Other mental measures for interviewees.

female, 72% white, 29% with high school education, 44% with bachelor’s or graduate degree.

life, and subjective health, education and status of longest held job; significantly negatively correlated with depressive symptoms, feelings of economic pressure, and avoidance and fear of death. Scores did not correlate with marital or retirement status, gender, race, income, or social desirability index. The 3D-WS correlated significantly with ratings of qualitative interviews by the trained raters.

Webster (2003)

5 dimen-sions (ex-pe-ri-ence, emotio-nal regulation,

Review of the literature.

To test a self-assessed scale for measuring dimensions of wise

Study 1, response to 30-item SAWS, (Li-kert-type: “strongly disagree” to “strong-ly agree”), to

Study 1: 266 partici-pants (about 2/3 women), mixed

A large difference found in the different responses. Results seem mixed. SAWS scores correlated significantly with both generativity and ego integrity. The fact

re-minis-cence & re-flective-ness, open-ness, hu-mor) as characteris-tic of a proto-typic-ally wise individual.

persons (SAWS). determine reliability. Study 2, half responded as a foolish person would, and half as they thought a wise person would respond. Study 3, SAWS, Loyola Generativity Scale, and measure of ego integrity.

ethnicities/races.Study 2: 89 adults (about half women), representa-tive in ethnicity/race. Study 3: 85 adults (46 women), various races/ ethnicities.

that generativity correlated with ego integrity at r = .303 presents “a potential problem of multicolinearity when treated as joint dependent variables” (20).

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Cultivating/Developing wisdom

Cultivating wisdom, as conceptualized by the Wisdom‐g , p yCentered Life, consists of four steps1. Background. Learning wisdom's history, what people have said about it. Maybe exemplars, both major historical figures and people we have known. But What makes an action or a viewpoint wise? 2  Developing a wisdom perspective This provides 2. Developing a wisdom perspective. This provides cognitive development, and a cognitive structure for a change of perspective. It also provides a framework for transforming your life, based on a model of wisdom. Naturally, this model will change as you do. 

Cultivating wisdom…contd3. Practice. There are tools/ exercises, such as "centering before entering" the " calming exercise", "review of the day". These provide practical activities to use to change behavior. 

4. Action‐‐played either in a small group, or individually. Small group work and individual play both involve reflective case study, in which a person selects a situation from her or his own life in which E would like to demonstrate more wisdom. There is a template for writing reflections on the situation, and there are 5 criteria for assessing the wisdom that does result.

Reflective case study is the heart of the program. It is the "royal road t   i d " It  ill  b bl   k b t  h   ki  i     f   t  to wisdom.  It will probably work best when working in groups of 3 to 6. But also fine engaged in individually, or with a coach. 

Current learning theory maintains that people learn best by connecting new information to already‐existing knowledge. A good place to begin with this step is to recall choices you have made that you feel were well made, that exemplify wisdom. 

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Developing personal wisdomCopthorne Macdonald says, we can become wiser;Copthorne Macdonald says, we can become wiser;

How?By exposing ourselves to wisdom‐fostering INFLUENCES, and

By energetically dedicating ourselves to helpful y g y g pPRACTICES. That is, we intentionally practice, with effort, the behaviors and attitudes that we someday hope to become effortless expressions of our deepest, truest selves. 

Tools for developing wisdom1. A clear understanding of what wisdom isg2. Counseling and various kinds of  mind technology3. Intellectual knowledge that is relevant to the kind 

of wisdom we are trying to develop4. Learninf from varied life experience5. Feedback and counsel from wise people6. The observation of behavior —our own and others7. Practices that help us internalize values8. Body–mind‐awareness practices9. Meditation

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Importance of wisdom studies from education and development perspectiveEducation ‐Most powerful method of enculturatingEducation  Most powerful method of enculturatingpeople

Current knowledge oriented education needs to be reformed into more holistic, integrated with wisdomas the ultimate goal of education.

So integrating sophiology in higher education will produce wise citizen who will contribute to create harmonious society.

Cultivating wisdom harvests peace.

Wisdom helps in resolving conflicts into     constructive outcome.

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Globalizing wisdomThe current world problems can be resolved throughp gwisdom.So globalizing wisdom is the need of today.It can be globalized through;

Integrating wisdom studies to educationAdvocacy, workshops , seminarsInternet resources mass communicationInternet resources‐mass communicationResearchCollaboration with Education, Reserach and Spiritual/well‐being organizations

Personal transformation

Wisdom can be internalized if we are willing to change.

Need to take initiative at individual level to transformthe current society into wisdom based society.

So there is need of personal transformation that allows us to connect to creativity, joy and purposeful services in the world.

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Personal transformation

Personal Transformation ‐ : implying a major change in form, nature, or function, pertaining to individual experience .  This may be understood as:

Personal Enlightenment : the act or means of enlightening : the state of being enlightened  enlightening : the state of being enlightened, pertaining to individual experience of enlightenment : a final blessed state marked by the absence of feverish desire or suffering, pertaining to individual experience of enlightenment

Source: http://www.personaltransformation.org/

Steps to personal transformationStep One: Give Yourself Permission to be PassionateDream beyond our self‐imposed boundariesy p

Step Two: Say The First FarewellFeel a need to distance yourself from the "ordinary world" of others

Step Three: Enter The VoidAs you allow yourself to feel safe inside the space between who 

' b d h ' b h f l f f llyou've been and who you're becoming, the feeling of falling into an abyss will subside. 

Step Four: Enlarge The LensMarcel Proust said, "The real voyage of discovery consists not in seeking new landscapes, but in having new eyes." Look with the eyes of wonder, like a child.

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Steps to personal transformation …contdStep Five: Bless The Fear [adversity]Fear is normal. It's even valuable, because it gives us something to push up against  which helps develop our spiritual muscles  This is positive up against, which helps develop our spiritual muscles. This is positive resistance. Weight training for the mind. 

Step Six: Do The Work!Whatever you can do, or dream you can, begin it/Boldness has genius, power, and magic in it." Once you commit to change, a confluence of forces moves to assist you. 

k hStep Seven: Take The TestsTo own your power, you must be willing to scrape your psyche on the rocky road inland. It's the only way to discover and claim your unique gift. You'll encounter tests along the way, which can be innocuous or even pleasant, depending on our degree of resistance. 

Steps to personal transformation …contd

Step Eight: Humor YourselfLet yourself feel the joy  the light  the love inside your Let yourself feel the joy, the light, the love inside your 

being. 

Step Nine: Be GratefulGratitude and forgiveness are brothers. Be grateful for all the challenging people in your life‐bosses, co‐workers, children, friends‐because they're your greatest teachers.

Step Ten: Be The ChangeThe key to integrating change in our lives is, have big dreams, take baby steps. Gandhi said, "You must be the change you wish to see." It's a lifelong process of self‐actualization. And it's our reason for being here. 

Source: www.byregion.net/articles‐healers/tensteps.html

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Academic institutions on wisdomstudies

AgelessWisdom Seminary/University, Scottsdale, Arizona CampusDI‐471 AgelessWisdom Teaching (4 Cr.)

Center for Consiousness studies, The University of Arizona, TucsonConsciousness : The webcourse

(http://www.consciousness.arizona.edu)

University of MetaphysicalSciences,California/MinnesotaConsiousness I (25 cr)CS 106 Transforming personality

Wisdom University Mill Valley, California62005‐09 Wisdom as a Way of Life : An Inquiry into the pursuit of Wisdom as a 

spiritual practice (Seminar, April 20‐24,2009)60113 The emerging wisdom culture (Seminar, Nov 12‐14,2009)

*New Wisdom University Naperville, IllinoisNew Wisdom University Naperville, Illinois

The Wisdom Institute (www.wisdominst.org) 

TSG University Cave Creek, AZIntroduction to Ageless wisdomgT004 Coperation and group consiousness‐Study course 004

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SomeSome universitiesuniversities onon Peace and Peace and ConflictConflict resolutionresolution

American University‐ International Peace and Conflict Resolution program, Washington  DCWashington, D.C.

European University Center for Peace Studies (EPU), Rochusplatz, Stadschlaining, Austria

George  Mason University‐ Arilington Campus, Washington‐ Conflict Analysis and Resolution

TRANSCEND Peace University, Lange Gasse, Stadtschlaining, AustriaUniversity of Peace, Ciudad Colon, Costa Rica

University of Colorado Peace and Conflict Studies, Boulder, Colorado

The Center for African Peace and Conflict Resolution, California State University, Sacramento State

Spark M. Matsunaga Institute for Peace, University of Hawai`i, Manoa

Example: Introduction to Wisdom 101A Course in Practical Wisdom

This free online course is about crafting full, rich, creative, d  j bl  li  f   l   li   h    and enjoyable lives for ourselves — lives that are 

significant, lives that contribute in some way to the world around us.The course is rooted in the idea that some steps toward wisdom require nothing more than a fresh look at common life situations, nothing more than an appreciation of the difference between skillful and unskillful ways of dealing with those situationswith those situations.Its premise is that a few truths about everyday life, if pointed out and taken seriously, can make a significant difference in the quality of day‐to‐day living and our enjoyment of life. 

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The course consists of 22 lessons. Lesson 0 is an introduction to h   i   f  i dthe topic of wisdom.Lessons 1 through 16 focus on the life‐building process and on various challenges associated with daily living. In these lessons we will consider some skillful and not‐so‐skillful ways of dealing with these challenges, some wiser‐than‐usual ways of looking at these situations, and some perspectives that just might help move your life in the direction of greater wisdom. Lessons 17 through 21 deal with ways of developing wise 

  d  ttit d  t d lif  h i     ll     responses and attitudes toward life happenings, as well as some helpful ways of seeing and interpreting the data of life. The aim of these latter lessons is to guide us toward those all‐win mind spaces that are enjoyable to experience, good for us, and indirectly benefit others. 

Content of the courseLesson 0 —An Introduction toWisdomLesson 1— Getting a LifeLesson 2 —Being a LearnerL     D f i S ti f tiLesson 3 —Deferring SatisfactionLesson 4 —Doing Things CarefullyLesson 5 —Doing it NowLesson 6 —Confident KnowingLesson 7 —Our Engagement withWorkLesson 8 —Appropriate PlanningLesson 9 — Seeking the TruthLesson 10 —Feeling Good About OurselvesLesson 11 —Dealing with ReactivityLesson 12 —Making Death RealLesson 13 —Transcending LonelinessLesson 14 —Being Really InterestedLesson 15 —Co‐AdventuringLesson 16 — Sexual Bonding: A CaveatLesson 17 —Routes to JoyLesson 18 —RediscoveringWonderLesson 19 —Enhancing CreativityLesson 20 —Real HappinessLesson 21 —Opening the Heart

http:/wisdompage.wordpress.com/wisdom‐101

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Review of various aspects of related to e e o a ous aspects o e ated toWisdom Studies and Personal 

Trnasformation

Definition, cross cultural/religious interpretationWisdom is not same as knowledge, intelligence,   

logic, creativity, truthNeed for wisdomSource of wisdom/ Loss or gain over age over time –Source of wisdom/ Loss or gain over age over time 

Youth and wisdom; elderly and wisdomConceptualization of wisdom / folk and 

philosophical Greek/ Traits of the wise

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Personal development of wisdomPersonal development of wisdomDangers of wisdom –Overconfidence, disconnectionSynthesis and integration and contextualization, relativismReflectionCritical thinkingCritical thinkingSelf transformation Joy, harmony, responsibilityProcess/ research methods, ethics

Application of wisdomEducationDevelopmentConflict resolutionProblem solvingI l  l i hiInterpersonal relationshipActing and leadershipCollective actionGroup consciousness

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Be wise!