This is the Introduction Page for my new Blog: Philosophy in the School Place. Please visit it if you are interested in the subject.
http://philosophyintheschoolplace.blogspot.com/
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.
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?
Intention
My intention is to observe, analyze, and expose details of the interaction between education and its practices, the children’s well established capacity to think wisely and compassionately, and how the educators and parents deal with the confrontation. To examine the materials being learned by children, the way children are absorbing material, and how their well established wisdom confronts and comports to the material. In short, my intention is to focus on wisdom and compassion in the school place.
Besides API scores that will greatly benefit their future career and place in society, we need our children to grow to be wise, loving, compassionate human beings who have the capacity to co-create their world. For that reason, I would like to point out when potential issues that relate to compassion and wisdom are overlooked, unresolved, or mishandled, or properly addressed or achieving interesting results.
This blog is not a critique of the teachers or the school program. It is not a negative criticism. It is a humble and caring attempt to reach out to parents and educators who might be interested in dealing with this issue. It is my naïve attempt at understanding. It is also a desperate plea or invitation to participate. I especially encourage those who are in the field of education and philosophy, and parents who are passionate about their child’s education.
I do feel an urgency and desperation to do something about how people are being educated and how wisdom and compassion can play a significant role in the betterment of our society. I want our children to continue to develop their wisdom and compassion. I fear that the reason humanity does not reduce the suffering of the world is because we mishandle our capacity for wisdom at a young age. We reconstruct our worldview in polarizing ways that only increase our potential for conflict. As we reach adulthood, the well established wisdom and compassion that we had as children has been distorted or disabled by the massive amount of knowledge our educational systems shoved into our minds.
These are interesting times we are living. The dynamism of the world is present for all of us to see. If we are to be prepared for the challenges of an ever changing world, we need to allow our children to be able to adopt to change, to have the capacity to create their world, and to have mutual compassion to make a better tomorrow.
My Background
I have a B.A. in Business Administration and an M.A. in Comparative Philosophy (Asian and Continental Philosophy). My thesis and main concentration was on philosophy as method—as an educational tool and not a description of anything definitive. I assert that philosophy is an activity that we use, some more than others, to create our reality. As such, we should strive to utilize this mental capacity to rid ourselves of suffering. I champion deconstructive philosophical methods such as Daoism, Mahayana Buddhism, Socratic philosophy, and Derrida’s deconstruction.
Although my background is strong in the area of philosophy and education, I have never published anything in the field of education. I also do not have doctoral studies under my belt. So I write as cogent as possible but with real humility due to my lack of stronger philosophical or educational studies and experience.
My son is currently undergoing the scholastic experience and I thank him, the principal, his teacher, and the staff for the opportunity to observe his class, his interaction with peers, and his educational path. I am as active as possible and I volunteer in class as much as I can though not as sufficient as I would like.
Structure
The blog will be primarily a journal of my observations. My posts will include several types of entries: Open forum entries where I raise a question and invite comments; Book Reviews; Comments on Current Events or Activities; Quotes and/or Stats Relevant to this Subject, usually famous people, academics, or civic Leaders.
The pages on the right of the column will include this introduction, several lengthy essays I prepared on the subject which will first show as a blog post, and what I am reading or working on. Sometimes I might not post often because I am studying or writing lengthy essays. This page might give you a heads up on what I am working on or what is coming soon.
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