Spring 2015 Wisdom Course Lecture Notes

Return to Wisdom

JAN 14

1st Day of Class Information

• Websites in the course

• Course Website: Alfino.org -- courses -- Spring 2015 Wisdom -- access grading schemes, ereserves (pdfs of readings), audio files, email.
• Course Wiki: Alfino.org -- wiki -- Wisdom (or from course website). All course information is linked from the course wiki page.
• Turning Point] -- Download and install Responseware ($19)
• Peerceptiv -- Register for this peer review site ($5) -- enter expert44 to register for the class.

• Assignments for your grading schemes.
• Grading approach -- friendly grading curve.
• Two rubrics: Flow/Content and Flow/Logic/Insight

The Prep Cycle

• Read for class. Get main ideas. Show reading knowledge on clicker quiz. (Content portion of class.)
• Come to class. (Method portion of class.)
• Note study questions and work to answer them during class. (We will do some short answer exercises to work on this.) Review if you don't feel you can answer the study questions after class. The Flow/Content rubric applies to this.
• Repeat.

This is our basic pattern, but as we learn more we will build toward larger theoretical questions which are the basis of the exam essays and paper.

JAN 21

Hall, Chapter 1 "What is Wisdom?"

• opening story, point about wisdom
• Perceptions of wise individuals and gender. (Someone look up Lysistrata for next time)
• his approach, p. 16 (using science) - definition of wisdom, bot. 17 --
• Hall's initial theoretical definition: bot 18 -- read & note

Hall, Wisdom, Ch. 2: Socrates + Axial Age

• Socrates: Does his example support the claim that wisdom is real?

• Axial Age Hypothesis
• Dist. characteristics, p. 24.

• Greek

• Contrast between Pericles and Socrates, p. 28

• both selling "deliberation" as a virtue
• Socrates' treatment of emotion unique

Primary class interest here is to get contrasting images of wisdom across the so-called Axial Age.

• Confucius

• 6th century BC China
• characteristics of confucian ideas of wisdom

• Buddha

• 563-483bc, India
• "awakening" vs. "wisdom"

Robinson, "Wisdom Through the Ages"

This one of several mini-histories of wisdom we'll look at.

Socrates

• note on Homeric concept --- p. 13-14: Greek concept of soul/nous
• distinctions among sophia, phronesis, episteme
• Socratic "anti-body" view of wisdom

Aristotle

• Aristotle's concept of wisdom. idion ergon (task, mission, purpose)/ prohaireseis(deliberated choices) / hexeis (dispositions). (Put it together.)
• Knowing Final Causes. (possible small group discussion)
• Practical wisdom (phronesis), theoretical (scientific) knowledge (theoretikes), practical knowledge (ergon)

Epicureans & Stoics (Helenist Schools)

• comment on his gloss of stoics.

Christian Wisdom

• the difference that revelation makes to your model of wisdom. (cf. back to Hellenists) sophia vs. pistis theon
• Christian split (influences): Aristotelean vs. Platonic
• Aquinas: quote on p. 20 -- "perspective shift" is a common theme in wisdom accounts

Post-classical world (Renaissance, scientific rev and beyond)

• Scientific revolution as challenge to ancient conceptions of wisdom and divinity

Labouvie-Vief, "Wisdom As Intergrated Thought: Historical and Developmental Perspectives"

• This article applies a psychological analysis of Platonic thought on wisdom, so it makes a nice transition to the pscyh literature.

• Thesis: The revival of interest in wisdom is important for highlighting the differences between models of cognition in classical thought and over the life span."Many recent writings suggest, instead, that theories of cognition or intelligence that are based on ^ the assumption of the primacy of objective forms of knowing provide an incomplete and possibly distorted picture of the human mind." 52
• Piaget: inner/outer processes. assimilation/accommodation (Other theorists "oral mode/written mode"), mythos/logos.
• Good quote: "Prior to Plato, many philosophers already asked such questions as: What is the nature of reality? or What is our nature, and what is our place in the order of things? To the pre-Platonic philosophers, answers to these questions still were permeated with mythic and highly concrete images. Reality still presented itself as an organismic happening integrated with the world of nature. Like nature, reality was animated with life and subject to growth and decay (see Collingwood, 1945; Frankfort & Frankfort, 1946). Mythic and organic conceptions of the universe were mixed with the beginning of systematic and abstracting thought. 57
• Platonic thought represents a huge break from this. "For Plato, the adult is no longer embedded in a concrete, organic, and participatory reality." 59
• Small group work: line up and develop the oppositions in the author's opposition between mythos/logos.
• Piaget: model of child development is initially organic, but only in early stages of life. goal of development. Goal is independence of subjectivity (66)
• Homeric heroes not self-reflective, embedded in action, see themselves moved by divine forces.
• "reintegrated thought," seeing goal of adulthood in term of balancing of logos and mythos, 67. embodied thinking 72.