The Wisdom Jar

Abstract

Supervisors can use a wide range of skills and exercises when terminating counseling supervision with supervisees at the end of a practicum class. This article presents an experiential creative activity, the Wisdom Jar, as a metaphor for discussing specific lessons with supervisees. The use of creativity and the integration of symbols and metaphors provided supervisees with images to reflect upon after completing a counseling practicum clinical experience.     

The Wisdom of the Fool

The First Beginnings

Moorings: The People, The Place, The Event     

The Font of all Wisdom

Can Religion be Explained Away ? D. Z. Phillips (ed.) Atheism and Theism , J. J.C. Smart and J. J. Haldane Arguing for Atheism: An Introduction to the Philosophy of Religion , Robin Le Poidevin     

The Wisdom of Administration in The Analects

The basic spirit of administration in The Analects includes the five following aspects: the wisdom of administration regarding humanity as the foundation; the wisdom of leadership with primary virtue; the wisdom of conducting business with righteousness; the wisdom of harmonious organization; and the wisdom of coordination with the mean. Relative to modern Western rational spirit of scientific management, Confucian management focuses on exploring the humanities and shaping human nature, and this has a unique value for contemporary management activities.     

The Getting and Losing Wisdom

SUMMARY

The role of aging and culture in the attainment of wisdom is examined m this chapter. The concept of wisdom m industrialised societies is briefly explored. It is argued that both biology and culture can be positive or negative factors m the capacity of a person to be “wise.” It is concluded that, for many, the negative impact of biological factors of aging are overwhelming, but, for a few, aging enriches their insight.     

Wisdom

What is it that makes someone wise, or one person wiser than another? I argue that wisdom consists in knowledge of how to live well, and that this knowledge of how to live well is constituted by various further kinds of knowledge. One concern for this view is that knowledge is not needed for wisdom but rather some state short of knowledge, such as having rational or justified beliefs about various topics. Another concern is that the emphasis on knowing how to live well fails to do justice to the ancient tradition of ‘theoretical wisdom’. I address both of these concerns in filling out the account.     

《管子》的养生智慧

在古代中国,作为一种人格理想典型的“圣人”具有导向作用,《管子》塑造圣人品格,当然也是为了给人们确立人生目标。故而,学习圣人也就包括学习养生在内。在《管子·白心》篇中有一个养生的重要命题,叫做“执仪服象,敬迎来者”,这不仅是就如何“成圣”说的,而且对于一般人的生活而言也具有养生的借鉴价值。根据圣人理想人格的修养标准,《管子》不仅将治国与养生结合起来,而且具体探究如何“理气”的问题。     

人慧与物慧:基于智慧描述词与提名智慧者的分类

为揭示一般人内隐的智慧分类机制及智慧类型,考察了51名硕士生对智慧描述词和提名智慧者的分类。多维标度分析与聚类分析表明,40个智慧描述词的语义空间包括人文才能/科技才能和内在特质/外在表现两个维度,分为自然科学才能、社会科学才能和人文科学才能三类;40个提名智慧者的语义空间包括自然科学者/人文社科者和人际间的/个人内的两个维度,分为自然智慧者、社会智慧者和人文智慧者三类。综合分类结果及中西智慧文化,根据智慧内包含才能或能力的性质或要解决的问题性质,智慧可分为人慧与物慧两大类型。     

关于伦理道德与智慧

伦理道德与智慧的关系是一个有着重要的理论和现实意义的课题。伦理、道德与智慧都有联系,但本身都不是智慧。伦理智慧与道德智慧相通,但两者不是同一种意义上的智慧。伦理智慧与道德智慧具有多方面的社会价值,提倡伦理智慧和道德智慧有助于当代中国的社会改革和全面进步,为此需要对中国传统伦理思想和道德价值进行批判性的反思。     

伦理与智慧--兼与于树贵先生商榷

随着我国社会主义市场经济体制的确立和运行以及国外文化思潮的卷入 ,人们既有的行为习惯和思维模式遭到了前所未有的冲击和刷新 ,道德和法律等社会规范问题日益凸显并为学界所广泛重视。于树贵先生《伦理是一种智慧》一文 (载《哲学动态》 2 0 0 1年第 5期 ,下称《伦》文 )以独特的视角剖析了伦理道德与智慧的关系 ,其中不乏深刻之处 ,笔者深受启发。但《伦》文对伦理智慧和道德规范所作的某些理解和分析 ,笔者思之再三 ,实难苟同。故不揣浅陋 ,坦陈己见 ,以就教于学界同仁和于树贵先生。伦理何种意义上成为一种智慧 ?伦理智慧主要表现在哪…     

Fifty Shades of Grace: The Crafting of Sexual Wisdom

Abstract

Each of us has lived sexual experience that gives us embodied knowledge. This embodied knowledge is a primary source for the creation of practical sexual wisdom. We learn by doing, bumping up against others and mining the consequences to create a personal ethic. Grace accompanies us along the way. In this article a model of sexual-spiritual integration is proposed in which embodied knowledge is in critical-liminal conversation with other sources of knowledge to create practical sexual wisdom in a poetic and phronetic process. Such integration is an example of the moral creativity of the human being and derives from the function of sexuality in the person, the story-telling tendency of the brain to create identity, and the narrative intelligibility of human life. Implications for theological education (providing safe space, information, and invitations to critical and liminal reflection) are briefly discussed before particular graces (desire, vulnerability, honesty and wrestling) are explored and illustrated by stories and poems.     

《周易》的智慧

《易经》和《易传》是《周易》中不同的两个部分。《易经》的产生 ,与上古社会环境、文化氛围密切相关 ,是当时天与人、因与果、天命不易与靡常冲突融合的产物。《易经》中最具特色的是辩证的变易观。《易传》实现了由《易经》卜筮向义理的转化 ,“太和”是其人文精神的精髓。《周易》智慧对中西方均产生了重要影响     

The Wisdom of Caution: Genetic Enhancement and Future Children

Many scholars predict that the technology to modify unborn children genetically is on the horizon. According to supporters of genetic enhancement, allowing parents to select a child’s traits will enable him/her to experience a better life. Following their logic, the technology will not only increase our knowledge base and generate cures for genetic illness, but it may enable us to increase the intelligence, strength, and longevity of future generations as well. Yet it must be examined whether supporters of genetic enhancement, especially libertarians, adequately appreciate the ethical hazards emerging from the technology, including whether its use might violate the harm principle.     

The Practice of Wisdom: A Contribution to Clinical Philosophy

A general theory of treatment and cure of persons is proposed that might be called clinical philosophy, in contrast to clinical medicine, which concerns the treatment and cure of bodies.

Freud was more a philosopher than is apparent at first glance. He recognized that dreams were not the opposite of reality but transcended the distinction between reality and nonreality. In doing so, he discarded the distinction between truth and fiction and created a new reality that he called psychic reality. Thus the relationship between a psychoanalyst and an analysand can be regarded as a virtual one, it being really metaphorical and existing only within the context and in the service of the treatment.

Remembering is a repetition. Something happening in the present. If the memory is a thought, the thought remembered refers to something in the past that is not present, but when one remembers in the form of an emotion, one actually reexperiences that emotion in the present. These are so-called emotional memories. In the context of the psychoanalytic encounter, they are interpreted as transferences.     

The Complex Relations Between Wisdom and Significant Life Learning

This study explores the various relations between two important processes in life-span development: wisdom and learning from significant life experience. A diverse sample of 375 individuals from Taiwan, culled from an initial sample of 475, completed a sequence of three questionnaires that asked them to describe their most significant life learning, the wisdom they had displayed, and the relation between the two. The 375 participants specified one of five relations: (a) their most significant life learning led to their display of wisdom (n?=?191, 51%); (b) the two were unrelated (n?=?91, 24%); (c) their display of wisdom led to their most significant life learning (n?=?67, 18%); (d) the wisdom displayed was part of their most significant life learning (n?=?20, 5%); (e) their most significant life learning was part of the wisdom they displayed (n?=?6, 2%). These results suggest that wisdom and significant life learning are seen as related in various ways. The findings shed light on how wisdom and the learning acquired from significant life experiences foster individual development.