Brain - Cognitive Function and Wisdom

Like water in the desert is wisdom to the soul.  ~ Edward Counsel

Wisdom is a concept that is studied in brain and cognitive functioning.    According to Merriam and Bierema, wisdom is sometimes thought of as the end point of cognitive development; that is, it is the way people think about real-life problems and issues.

In recent years, much research has been completed to discover how adult learners obtain wisdom.  Definitions of wisdom by adult learning theorists vary.  Some define wisdom as “expert-level knowledge in the fundamental pragmatics of life” (Baltes & Smith, 1990, p. 95), or “good judgment and advice in important but uncertain matters of life” (Baltes & Staudinger, 1993, p. 75).   While Sternberg (2003) speculated that wisdom draws upon “practical” or “successful” intelligence and creativity, and that wisdom is about “balancing various self-interests (intrapersonal) with the interests of others (interpersonal) and of other aspects of the context in which one lives (extrapersonal)” (p. 152).

The Age of Wisdom

Although many associate wisdom with age, because it is believed to be acquired through life experience, this is not definitive.  Sternberg (2005) questioned whether or not wisdom increases with age.  Sternberg concludes that wisdom appears to be related to the situation, rather than the person, and that “cognitive variables, personality variables, and life experiences” are more important than age in the development of wisdom.  Sternberg goes on further to indicate that in order to acquire wisdom, one must desire to develop their wisdom-related skills.  Additionally, Sternberg indicates that one must adopt the attitudes toward life—openness to experience, reflectivity upon experience, and willingness to profit from experience—that will enable this development to occur” (p. 21).

The Study of Wisdom Continues

Multiple facets of wisdom such as how adult learners arrive at wisdom, the nature of wisdom and what it means to be wise are continuously being studied.  Tisdell’s (2011) description captures the complex nature of wisdom.  There in, Tisdell indicates that “Wisdom involves both head knowledge and soul knowledge; it is what helps us weave together connections within our own being, and in human relations with others as individuals and across gender, culture, race, and religious differences and academic disciplines to facilitate wise action”.

Reflection

Although this chapter discusses learning as it relates to brain and cognitive functioning, there are many other factors that play into how learning takes place with adults.  The adult learner brings a host of experiences into the classroom with them that can be used and capitalized upon to help them to learn new concepts.  It is my opinion that people arrive at wisdom when they learn how to apply the knowledge they receive in a practical way.  Regardless of the process or techniques used to help adult learners acquire knowledge and wisdom, it is my belief, that what is most paramount is that the adult learner understands what it takes for them, individually, to arrive at new understanding.

  

References

Merriam, S. B. & Bierema, L. L. (2014). Adult Learning: Linking Theory to Practice (pp. 82-87) John Wiley & Sons.

Baltes, P. B., & Staudinger, U. M. (1993). The search for a psychology of wisdom.

Current Directions in Psychology Science, 2, 75–80.

Baltes, P. B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis.

In R. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development (pp. 87–120).

Cambridge: Cambridge University Press.

Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge, UK:

Cambridge University Press.

Sternberg, R. J. (2005). Older but not wiser? The relationship between age and

wisdom. Ageing International, 30(1), 5–26.