Intellectual and Institutional Changes Needed if Knowledge-Inquiry is to Become Wisdom-Inquiry
1. There needs to be a change in the basic intellectual aim of inquiry, from the growth of knowledge to the growth of wisdom - wisdom being taken to be the capacity to realize what is of value in life, for oneself and others, and thus including knowledge, understanding and technological know-how (but much else besides).
2. There needs to be a change in the nature of academic problems, so that problems of living are included, as well as problems of knowledge - the former being treated as intellectually more fundamental than the latter.
3. There needs to be a change in the nature of academic ideas, so that proposals for action are included as well as claims to knowledge - the former, again, being treated as intellectually more fundamental than the latter.
4. There needs to be a change in what constitutes intellectual progress, so that progress-in-ideas-relevant-to-achieving-a-more-civilized-world is included as well as progress in knowledge, the former being indeed intellectually fundamental.
5. There needs to be a change in the idea as to where inquiry, at its most fundamental, is located. It is not esoteric theoretical physics, but rather the thinking we engage in as we seek to achieve what is of value in life. Academic thought is a (vital) adjunct to what really matters, personal and social thought active in life.
6. There needs to be a dramatic change in the nature of social inquiry (reflecting points 1 to 5). Economics, politics, sociology, and so on, are not, fundamentally, sciences, and do not, fundamentally, have the task of improving knowledge about social phenomena. Instead, their task is threefold. First, it is to articulate problems of living, and propose and critically assess possible solutions, possible actions or policies, from the standpoint of their capacity, if implemented, to promote wiser ways of living. Second, it is to promote such cooperatively rational tackling of problems of living throughout the social world. And third, at a more basic and long-term level, it is to help build the hierarchical structure of aims and methods of aim-oriented rationality into personal, institutional and global life, thus creating frameworks within which progressive improvement of personal and social life aims-and-methods becomes possible. These three tasks are undertaken in order to promote cooperative tackling of problems of living - but also in order to enhance empathic or "personalistic" understanding between people as something of value in its own right. Acquiring knowledge of social phenomena is a vital but subordinate activity, engaged in to facilitate the above three fundamental pursuits.
7. Natural science needs to change, so that it includes at least three levels of discussion: evidence, theory, and research aims. Discussion of aims needs to bring together scientific, metaphysical and evaluative consideration in an attempt to discover the most desirable and realizable research aims. It needs to influence, and be influenced by, exploration of problems of living undertaken by social inquiry and the humanities, and the public.
8. There needs to be a dramatic change in the relationship between social inquiry and natural science, so that social inquiry becomes intellectually more fundamental from the standpoint of tackling problems of living, promoting wisdom. Social inquiry influences choice of research aims for the natural and technological sciences, and is, of course, in turn influenced by the results of such research. (Social inquiry also, of course, conducts empirical research, in order to improve our understanding of what our problems of living are, and in order to assess policy ideas whenever possible.)
9. The current emphasis on specialized research needs to change so that sustained discussion and tackling of broad, global problems that cut across academic specialities is included, both influencing and being influenced by, specialized research.
10. Academia needs to include sustained imaginative and critical exploration of possible futures, for each country, and for humanity as a whole, policy and research implications being discussed as well.
11. The way in which academic inquiry as a whole is related to the rest of the human world needs to change dramatically. Instead of being intellectually dissociated from the rest of society, academic inquiry needs to be communicating with, learning from, teaching and arguing with the rest of society - in such a way as to promote cooperative rationality and social wisdom. Academia needs to have just sufficient power to retain its independence from the pressures of government, industry, the military, and public opinion, but no more. Academia becomes a kind of civil service for the public, doing openly and independently what actual civil services are supposed to do in secret for governments.
12. There needs to be a change in the role that political and religious ideas, works of art, expressions of feelings, desires and values have within rational inquiry. Instead of being excluded, they need to be explicitly included and critically assessed, as possible indications and revelations of what is of value, and as unmasking of fraudulent values in satire and parody, vital ingredients of wisdom.
13. There need to be changes in education so that, for example, seminars devoted to the cooperative, imaginative and critical discussion of problems of living are at the heart of all education from five-year-olds onwards. Politics, which cannot be taught by knowledge-inquiry, becomes central to wisdom-inquiry, political creeds and actions being subjected to imaginative and critical scrutiny.
14. There need to be changes in the aims, priorities and character of pure science and scholarship, so that it is the curiosity, the seeing and searching, the knowing and understanding of individual persons that ultimately matters, the more impersonal, esoteric, purely intellectual aspects of science and scholarship being means to this end. Social inquiry needs to give intellectual priority to helping empathic understanding between people to flourish (as indicated in 6 above).
15. There need to be changes in the way mathematics is understood, pursued and taught. Mathematics is not a branch of knowledge at all. Rather, it is concerned to explore problematic possibilities, and to develop, systematize and unify problem-solving methods.
16. Literature needs to be put close to the heart of rational inquiry, in that it explores imaginatively our most profound problems of living and aids personalistic understanding in life by enhancing our ability to enter imaginatively into the problems and lives of others.
17 Philosophy needs to change so that it ceases to be just another specialized discipline and becomes instead that aspect of inquiry as a whole that is concerned with our most general and fundamental problems - those problems that cut across all disciplinary boundaries. Philosophy needs to become again what it was for Socrates: the attempt to devote reason to the growth of wisdom in life.
18 Academic contributions need to be written in as simple, lucid, jargon-free a way as possible, so that academic work is as accessible as possible across specialities and to non-academics.
19. There needs to be a change in views about what constitute academic contributions, so that publications which promote (or have the potential to promote) public understanding as to what our problems of livings are and what we need to do about them are included, in addition to contributions addressed primarily to the academic community.
20. Every university needs to create a seminar or symposium devoted to the sustained discussion of fundamental problems that cut across all conventional academic boundaries, global problems of living being included as well as problems of knowledge and understanding.
In addition, the following four institutional innovations ought also to be made to help wisdom-inquiry to flourish:
21. Natural science needs to create committees, in the public eye, and manned by scientists and non-scientists alike, concerned to highlight and discuss failures of the priorities of research to respond to the interests of those whose needs are the greatest - the poor of the earth - as a result of the inevitable tendency of research priorities to reflect the interests of those who pay for science, and the interests of scientists themselves.
22. Every national university system needs to include a national shadow government, seeking to do, virtually, free of the constraints of power, what the actual national government ought to be doing. The hope would be that virtual and actual governments would learn from each other.
23. The world's universities need to include a virtual world government which seeks to do what an actual elected world government ought to do, if it existed. The virtual world government would also have the task of working out how an actual democratically elected world government might be created.
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