Philosophy, Education, and Our Children
Philosophy is widely known and understood as “the love of wisdom.” The general populace would argue that such a love of wisdom is too much for the everyday “grind.” Philosophy is viewed as a practice studied by fanatics of abstract or theoretical concepts that conventions passed them by long ago. For most people, philosophy is like a troll on a bridge not often crossed.
There are many reasons philosophy is set aside as an inferior priority in one’s life. One possible explanation is that it seems as if “the love of wisdom” is understood as “the adoration expressed as study and analysis of wisdom.” Many people think that when one loves wisdom, one admires wisdom, examines wisdom, and fastidiously studies wisdom’s history, relevance, and its most accomplished participants. I would like to present an alternate perspective of philosophy.
We are driven most of our life by two major forces: Love and Wisdom. These two forces are understood in broad ways. Love is generally understood as a desire or state of deep affection. Wisdom is commonly known as the collection of knowledge that enables effective judgments and actions.
One element of love that is often overlooked is the feeling of sympathy for the welfare of others—compassion. Compassion is an integral affection that drives us to alleviate the suffering of others. In order for one to be compassionate, one needs to understand the circumstances of others, requiring one to reach-out and invite-in for understanding. It is imperative for those who wish to alleviate the suffering of others, to understand the reality of others.
The common understanding of wisdom is slightly skewed because of its emphasis on the acquisition of knowledge to make efficient and effective decisions and actions. Wisdom, as understood in some of the oldest philosophical traditions of the world—the Greek and Chinese, is an active process that examines the dynamic nature of reality in the present time to act accordingly. Socrates never assumed that he has gained any degree of knowledge that can assist him in his drive for wisdom. The Chinese sages Laozi (Lao Tzu) and Zhuangzi (Chuang Tzu) asserted that any determination of reality is an illusion that hinders the mental process of wu-wei (non-forced action) and ziran (spontaneity). To be wise, one needs to understand the present reality as it unfolds, without any preconceived dogmas that might hinder comprehension. This means that wisdom ultimately requires one to be active in the co-creation of reality. To be wise, one changes others and others also affect oneself. Wisdom is an aptitude that allows an exchange amongst people that, through clarity and expression, ultimately develops a refined worldview.
As such, instead of defining philosophy as "the love of wisdom," I present an alternative definition: philosophy="compassionate wisdom."This alternate perspective into the meaning of philosophy presents philosophy not as an archaic practice to examine past knowledge, concepts, theories, and personages, but as a fresh and active mental exercise spearheaded by the elements of compassion and wisdom. Therefore, “compassionate wisdom” and “philosophy” will be used interchangeably, using the former more frequently than the latter.
Education or learning is a process of acquiring knowledge from society’s vault of collected information and experience. Educational institutions prepare students, mainly young adults and children, to enter the general public with a set of refined skills that will benefit the whole of society and the individual. Depending on the level of the student and society’s needs, various subjects will be covered.
I often find myself in a quandary. I ask myself, “Why is the subject of philosophy not taught in lower level schools?” Then, I challenge that thought by thinking, “Compassionate wisdom is not the acquisition of knowledge so philosophy does not belong in educational institutions.” I persist with my dilemma by adding, “Yet, students/children spend so much time in school, where else can they develop their worldview and continue their wisdom?”
The reality is that we prepare our children to fulfill the needs of society through our educational institutions. These institutions require an enormous amount of time to educate and prepare students to enter society. Our children spend a large amount of their development being a student at a school. The remaining time should be dedicated by family members or intimate relationships to develop their sense of compassion and wisdom. Yet, the time spent with family et. al is usually dedicated to rest, homework, and superficial distractions. It is one of the greatest ironies and tragedies that the time we spend with our children is not sufficiently spent on honing their ability of compassion and wisdom. It would be an added travesty to allow our educational institution to neglect or interject on children’s capacity to be wise and compassionate.
Many ancient philosophers all over the world professed that the wisdom of children should not be taken for granted. In fact, many of them believed that to be wise one would see reality with the eyes and behavior of a child at play. Generally, we believe that children need to be taught how to be wise and how to be compassionate. We believe that we need to educate children in all aspects of the human condition, including love, compassion, and wisdom. Recently, there has been added focus from psychologist, neuroscientists, and philosophers in the mental capacities of children. Findings are showing that children—infants on up—have well established mental capacities. Some philosophers and scientists proclaim what the ancient philosophers knew all along: Children have well established mental capacities of wisdom and compassion.
If children have a mature facility of wisdom and compassion, what happens when that facility faces the demands of educational institutions? How is this confrontation and interaction handled by parents and educators? How are the children dealing with these challenges?
