Results for 'Wisdom-Inquiry'

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  1. How Wisdom-Inquiry Could Help Us Cope with the Coronavirus Pandemic.Nicholas Maxwell - manuscript
    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 (...)
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  2.  12
    Rationality of Wisdom-Inquiry and Redefining the Tasks of Universities.Peeter Müürsepp & Maria Jakubik - 2022 - Balkan Journal of Philosophy 14 (1):41-52.
    The article addresses the two sides of the work of Nicholas Maxwell – his criticism of science and his call to bring about a revolution in academia encouraging it to become much more effective in tackling the real problems humanity is facing. I would use: It focuses on the connection of these two aspects of Maxwell’s work and provides a critical analysis of Maxwell’s conceptual framework. It is argued here that the two sides of Maxwell’s whole conception are not necessarily (...)
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  3. (1 other version)Wisdom-inquiry.Nicholas Maxwell - 2010 - The Philosophers' Magazine 22 (50):84-85.
    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 (...)
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  4.  40
    Children’s Education, Institutions of Learning, Technology and Wisdom Inquiry: Global Challenges and Methodological Perspectives.Giridhari Lal Pandit - 2020 - Philosophia 48 (3):1117-1145.
    This paper is about the rationality of methodological variance, where changes in method and methodology of science may be warranted/triggered by the urgency of finding alternatives to the methodology currently in fashion that fails to address the relevant and pressing problems. It deals obliquely with Maxwell‘s criticisms of Pandit, offering only a bare sketch of appraisal of his methodological proposals of AOE, AOR and WI, not only as going beyond SR but as better alternatives to dominant methodologies such as that (...)
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  5.  25
    Schemata in social science. Part one: Cstructural and operational.J. O. Wisdom - 1980 - Inquiry: An Interdisciplinary Journal of Philosophy 23 (4):445 – 464.
    Some twenty different background approaches, or schemata, permeate the social sciences. Most of their exponents regard their choice as excluding the rest. This paper is concerned to show that all such conflict is merely disputatious since virtually all the schemata require one another. Taking the individual's need to act as starting-point, certain restrictions limiting his freedom of action are identified as factors of the overt societal situation. These, however, fail to explain all aspects of his powerlessness, to account for which (...)
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  6.  32
    Schemata in social science. Part two: Metatheoretical.J. O. Wisdom - 1981 - Inquiry: An Interdisciplinary Journal of Philosophy 24 (1):3 – 19.
    The schema, or theoretical framework, holism, is concerned with the essence of society as a whole. Though undermined by Popper, it cannot be refuted ? nor proved. The extreme alternative is individualism. Several forms, due to Freud, Wittgenstein, and phenomenology, make presuppositions that require the individualist interpretation of society to be reopened at a new point. Popper's ? or Weber's ? is the sturdiest; its units being individual actions plus their unintended by?products. The Weber?Popper schema can provide a framework for (...)
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  7.  38
    Enlightenment in Trouble. Nicholas Maxwell in the Search for Wisdom-inquiry.Szymon Wróbel - 2012 - Dialogue and Universalism 22 (3):79-91.
    The purpose of the text is to engage in a well thought critique of the Enlightenment project carried out by Nicholas Maxwell and to reflect upon the proposal of its reconstruction. Maxwell’s intellectual position is not at all obvious: he is neither a radical rationalist, nor a defender of scientific rationality, nor a postmodern and social constructivist. Postmodernists and social constructivists opposed the very idea of reason and rational inquiry, and have been thoroughly critical of what knowledge-inquiry represents. (...)
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  8.  17
    Turning Traditional Wisdom of Culture around: Making a Possible Transition to a Wiser World Driven by Culture of Wisdom Inquiry Real.Giridhari Lal Pandit - 2021 - Philosophies 6 (4):90.
    In this article I discuss the problem of how we can change our world into a _wiser world_ that is driven by a culture of wisdom inquiry (CWI), i.e., a world that frees humanity from a looming totalitarian catastrophe. How best can we interrogate the traditional wisdom of culture (TWC) that is responsible for the academic institutions of learning, among other kinds of institutions, dogmatically and solely aiming at the acquisition of knowledge and technological prowess (technologisches koennen), (...)
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  9.  25
    Alenda Y. Chang. Playing Nature: Ecology in Video Games. Minnesota: University of Minnesota Press, 2019. 281 pp. [REVIEW]Evan Wisdom-Dawson - 2022 - Critical Inquiry 48 (3):629-629.
  10.  78
    “Educating Children for Wisdom”: Reflecting on the Philosophy for Children Community of Inquiry Approach Through Plato’s Allegory of the Cave.Cathlyne Abarejo - 2024 - Childhood and Philosophy 20:01-28.
    There is a widespread belief in Philosophy for Children that Plato, the famed Greek thinker who introduced philosophizing to the world as a form of dialogue, was averse to teaching philosophy to young children. Decades of the implementation of P4C program’s inquiry pedagogy have shown conclusively that children are not, in fact, incapable of receiving philosophical training and education. But was Plato wrong? Or has he been largely misunderstood? Does his theory of education show the value of cultivating virtues (...)
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  11. Wisdom: Object of Study or Basic Aim of Inquiry?,.Nicholas Maxwell - 2012 - In Michel Ferrari (ed.), Personal Wisdom. Springer.
    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 (...)
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  12.  50
    Inquiries into Wisdom: An Introduction to the Three Essays on Wisdom.Feng Qi - 2011 - Contemporary Chinese Thought 42 (3):52-88.
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  13. Self and wisdom in arts-based contemplative inquiry in education: narrative, aesthetic, and dialogical engagements.Giovanni Rossini - 2021 - New York, NY: Routledge.
    By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge. Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, (...)
     
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  14.  14
    3. Happiness, Wisdom, and the Insufficiency of Inquiry.Blake D. Dutton - 2016 - In Augustine and Academic Skepticism: A Philosophical Study. London: Cornell University Press. pp. 49-74.
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  15. Science, Knowledge, Wisdom and the Public Good.Nicholas Maxwell - 2003 - Scientists for Global Responsibility Newsletter 1 (26 February 2003):7-9.
    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 (...)
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  16.  15
    Wisdom and Philosophy: Contemporary and Comparative Approaches.Hans-Georg Moeller & Andrew Whitehead (eds.) - 2016 - New York: Bloomsbury Academic.
    Wisdom and Philosophy: Contemporary and Comparative Approaches questions the nature of the relationship between wisdom and philosophy from an intercultural perspective. Bringing together an international mix of respected philosophers, this volume discusses similarities and differences of Western and Asian pursuits of wisdom and reflects on attempts to combine them. Contributors cover topics such as Confucian ethics, the acquisition of wisdom in pre-Qin literature and anecdotes of stupidity in the classical Chinese tradition, while also addressing contemporary topics (...)
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  17.  17
    The Aim of Science- Knowledge or Wisdom.Peeter Müürsepp - 2013 - Problemos 84:72-83.
    The typical way to express the aim of science is to connect it with knowledge pursuit. This aim has been so strongly felt that sometimes typical scientific research has been called knowledge-inquiry. There is nothing wrong with knowledge as such. Especially when we have the knowledge of the highest quality, the scientific one, in mind. Still, science today should aim higher, surpass knowledge as its final goal and reach for wisdom. This brings about the need to implement (...)-inquiry instead of knowledge-inquiry as Nicholas Maxwell has suggested. In order to succeed, the problems of living rather than the problems of knowledge have to be brought to the foreground. (shrink)
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  18. Adversity, Wisdom, and Exemplarism.Ian James Kidd - 2018 - Journal of Value Inquiry 52 (4):379-393.
    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 (...)
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  19.  49
    How Simple is it for Science to Acquire Wisdom According to its Choicest Aims?Giridhari Lal Pandit - 2010 - Philosophia 38 (4):649-666.
    Focusing on Nicholas Maxwell’s thesis that “science, properly understood, provides us the methodological key to the salvation of humanity”, the article discusses Maxwell’s aim oriented empiricism and his conception of Wisdom Inquiry as advocated in Maxwell’s (2009b, pp.1–56) essay entitled “How Can Life of Value Best Flourish in the Real World?” (in Science and the Pursuit of Wisdom: Studies in the Philosophy of Nicholas Maxwell 2009, edited by Leemon McHenry) and in Maxwell (2004 & 2009a).
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  20. The Archery of "Wisdom" in the Stream of Life: "Wisdom" in the Four Books with Zhu Xi's Reflections.Kirill O. Thompson - 2007 - Philosophy East and West 57 (3):330-344.
    Confucian wisdom is commonly assumed to consist in the Confucian value perspective as humanism in a naturalistic outlook. In fact, Confucius and Mencius sketched out a far more interesting notion of wisdom as rooted in cognizance and flexibility and expressed in sensitive discernment and the ability to read and respond to complex, changing circumstances--to read the writing on the wall. Whereas the notions of tradition and the Way are thought to weigh heavily in the Confucian perspective, the deeper (...)
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  21. How Wisdom Can Help Solve Global Problems.Nicholas Maxwell - 2019 - In R. Sternberg, H. Nusbaum & J. Glueck (eds.), Applying Wisdom to Contemporary World Problems. Palgrave Macmillan. pp. 337-380.
    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 (...)
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  22. Wisdom in the University.Nicholas Maxwell & Ronald Barnett - 2008 - Routledge.
    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 (...)
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  23. Arguing for wisdom in the university: an intellectual autobiography.Nicholas Maxwell - 2012 - Philosophia 40 (4):663-704.
    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 (...)
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  24.  40
    From Knowledge to Wisdom: Guiding Choices in Scientific Research.Nicholas Maxwell - 1984 - Bulletin of Science, Technology and Society 4 (4):316-334..
    This article 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 (...)
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  25. Wisdom Mathematics.Nicholas Maxwell - 2010 - Friends of Wisdom Newsletter (6):1-6.
    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 (...)
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  26.  79
    Fostering Wisdom in the Classroom, Part 1: A General Theory of Wisdom Pedagogy.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion (...)
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  27. Is the Wisdom Revolution Underway?Nicholas Maxwell - manuscript
    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 (...)
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  28.  56
    The Pursuit of Wisdom: Reflections on Some Recent Pursuers:Man and Metaphysics. George Plimpton Adams; The City of Reason. Samuel Beer; Existence and Inquiry. Otis Lee; The Protestant Era. Paul Tillich, James Luther; La Science, La Raison, et La Foi. S. van Mierlo; The Philosopher's Way. Jean Wahl; Introduction to Realistic Philosophy. John Wild. [REVIEW]Warner A. Wick - 1949 - Ethics 59 (4):257-.
  29.  13
    Practical wisdom in the age of technology: insights, issues, and questions for a new millennium.Nikunj Dalal, Ali Intezari & Marty Heitz (eds.) - 2016 - New York: Routledge, Taylor & Francis Group.
    The dramatic recent advances and emergent trends in technologies have brought to the fore many vital and challenging questions and dilemmas for leaders and organizations. These are issues that call for a critical, insightful examination of key questions such as: are modern technologies beneficial or problematic for the well-being of individuals, organizations, and societies at large; why do we seem to feel more disconnected in an age of technological connectivity; can organizations reduce technology-induced stresses and find ways to enable the (...)
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  30.  37
    Dewey and Eros: Wisdom and Desire in the Art of Teaching.Jim Garrison - 2010 - IAP.
    "We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing (...)
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  31. Universities: from knowledge to wisdom.Nicholas Maxwell - 2010 - Scientists for Global Responsibility Newsletter (38):18-20.
    Nicholas Maxwell argues that the growth in academic work devoted to policy issues could mark the beginning of a shift from ‘knowledge-inquiry’ to ‘wisdom-inquiry’, leading to importance benefits for society.
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  32.  77
    Wisdom Through Adversity: The Potential Role of Humility.Tenelle Porter, Georgi Gardiner, Don E. Davis & Jason Baehr - 2019 - Journal of Value Inquiry 53 (3):475-477.
    Adversity provides a chance to reckon with, and properly attend to, our limitations. Appreciating one’s limitations is crucial for humility; and developing humility enhances wisdom.
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  33. Wisdom, Action, and Knowledge.Oushinar Nath - forthcoming - Journal of Value Inquiry.
    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 (...)
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  34. What Kind of Inquiry Can Best Help Us Create a Good World?Nicholas Maxwell - 1992 - Science, Technology and Human Values 17:205-227.
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...)
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  35. Wisdom and curiosity? I remember them well.Nicholas Maxwell - 2001 - The Times Higher Education Supplement (1,488):14.
    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.
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  36. Misconceptions Concerning Wisdom.Nicholas Maxwell - 2013 - Journal of Modern Wisdom 2:92-97.
    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.
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  37.  29
    The archery of "wisdom" in the stream of life: "Wisdom" in the.Kirill O. Thompson - 2007 - Philosophy East and West 57 (3).
    : Confucian wisdom is commonly assumed to consist in the Confucian value perspective as humanism in a naturalistic outlook. In fact, Confucius and Mencius sketched out a far more interesting notion of wisdom (zhi) as rooted in cognizance and flexibility and expressed in sensitive discernment and the ability to read and respond to complex, changing circumstances-to read (and respond to) the writing on the wall. Whereas the notions of tradition and the Way are thought to weigh heavily in (...)
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  38. From knowledge to wisdom: a revolution in the aims and methods of science.Nicholas Maxwell - 1984 - Oxford: Blackwell.
    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 (...)
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  39.  45
    Wisdom as an Aim of Higher Education.Ward E. Jones - 2015 - Journal of Value Inquiry 49 (1-2):1-15.
    IntroductionA central concern of theoretical speculation about education is the kind of epistemic states that education can and should aim to achieve. One such epistemic state, long neglected in both education theory and philosophy, is wisdom. Might wisdom be something that educators should aim for? And might it be something that their students can achieve? My answer will be a qualified yes.One qualification derives from the fact that in the present paper I will only be concerned with the (...)
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  40.  11
    Capturing the ineffable: an anthropology of wisdom.Philip Kao & Joseph S. Alter (eds.) - 2020 - London: University of Toronto Press.
    Wisdom is peculiarly abstract, ineffable, and yet perennial. It is also temporal, stretching forwards as well is backwards in time. Wisdom is often treated as the outcome of life experience, reflection, discipline, and equanimity. Capturing the Ineffable aims to establish wisdom as an area if inquiry within anthropology and an analytic account of wisdom and its role and focus in anthropology. In addition to developing theories for an anthropology (and excavation) of wisdom, this volume (...)
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  41. Knowledge to Wisdom: We Need a Revolution.Nicholas Maxwell - 2006 - Philosophia 34 (3):377-378.
    The following document is a very brief summary of a thesis and argument that I have devoted the last 30 years of my life to trying to get across to my fellow human beings. It was first spelled out in What’s Wrong With Science? (Bran’s Head Books, 1976) and subsequently in From Knowledge to Wisdom (Blackwell, 1984), Is Science Neurotic? (Imperial College Press, 2004) and numerous articles. Three years ago an international group was formed, called Friends of Wisdom, (...)
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  42. In Defense of Seeking Wisdom.Nicholas Maxwell - 2004 - Metaphilosophy 35 (5):733-743.
    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 (...)
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  43.  5
    An Intervention in Educational Inquiry: Re-membering, Honoring and Practicing a River’s Ways of Knowing and Being.Magali Forte - 2024 - Studies in Social Justice 18 (4):742-762.
    Answering this special issue’s call to reckon, repair and reworld, and following an ethical imperative to re-think social and educational structures, I turn to the wisdom of rivers. In the current settler colonial climate of near inertia that we live in, there is an urgent need to reckon with ways of being and knowing that go beyond the mainstream taken-for-granted habits of conventional educational research. Thinking with Indigenous perspectives, I problematize the Eurocentric worldview I was raised in and consider, (...)
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  44. A Handbook of Wisdom: Psychological Perspectives.Robert Sternberg & Jennifer Jordan (eds.) - 2005 - Cambridge University Press.
    A topic ignored in mainstream scientific inquiry for decades, wisdom is beginning to return to the place of reverence that it held in ancient schools of intellectual study. A Handbook of Wisdom, first published in 2005, explores wisdom's promise for helping scholars and lay people to understand the apex of human thought and behavior. At a time when poor choices are being made by notably intelligent and powerful individuals, this book presents analysis and review on a (...)
     
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  45.  16
    Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education. [REVIEW]Ashley Taylor & Vikramaditya Joshi - 2023 - Studies in Philosophy and Education 43 (1):109-112.
  46. How Universities Can Help Humanity Learn How to Resolve the Crises of Our Times - From Knowledge to Wisdom: The University College London Experience.Nicholas Maxwell - 2012 - In G. Heam Heam, T. Katlelle & D. Rooney (eds.), Handbook on the Knowledge Economy, vol. 2.
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  47. Do Philosophers Love Wisdom?Nicholas Maxwell - 2003 - The Philosophers' Magazine 22 (2):22-24.
    There is an urgent need to bring about a revolution in the overall aims and methods of academic inquiry, its whole character and structure, so that it takes up its proper task of promoting wisdom rather than just acquiring knowledge. We need to put right a philosophical blunder – a philosophical disaster one should perhaps say – that has overtaken academia, and is built into its structure. It is a blunder about what the overall aims and methods of (...)
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  48.  45
    Aristotelian Practical Wisdom in Business Ethics: Two Neglected Components.Steven Steyl - 2020 - Journal of Business Ethics 163 (3):417-428.
    The revival of virtue ethics in contemporary moral philosophy had a major impact on business ethicists, among whom the virtues have become a staple subject of inquiry. Aristotle’s phronēsis is one of those virtues, and a number of texts have examined it in some detail. But analyses of phronēsis in business ethics have neglected some of its most significant and interesting elements. In this paper, I dissect two neglected components of practical wisdom as outlined in Book VI of (...)
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  49. The Menace of Science without Wisdom.Nicholas Maxwell - 2012 - Ethical Record 117 (9):10-15.
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to (...)
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  50.  18
    Between Science and Wisdom: On the Kantian Notion of Philosophy.Luca Illetterati - 2005 - Croatian Journal of Philosophy 5 (15):487-504.
    The inquiry will attempt to answer several questions about: a) the cognitive status of philosophy according to Kant; b) the possibility of distinguishing philosophy from other forms of knowledge, with particular reference to specifically named scientific cognitions; c) the consequences connected with the necessity of thinking of philosophy in its relation to an ulterior dimension with respect to that of science, which is, according to Kant, the dimension of wisdom. Philosophy, according to Kant, is a rational cognition, yet (...)
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