'Higher Wisdom' in Education and Governance; Educators Speak
Byline: Dr. Dolores B. Lasan
HIGHER wisdom extends the conventional view of wisdom one step further. It is beyond that wisdom which human beings are expected to achieve upon coming of age. The essence of higher wisdom emanates from a state of being which is able to extend humanly attained wisdom to create a space for that which is beyond human potentials and capacities to achieve.
A space to realize that there is an element beyond even the full range of human wisdom developed in the context of logic and technology; that there is some kind of wisdom beyond the grasp of human beings. It is that quality of wisdom which further dignifies the conventional view of wisdom without detracting from what it is, "higher wisdom."
"Higher wisdom" exudes from the wisdom of human beings to see beyond their capacities to make sense about their business of existence as they propel their courses of action towards what their human wisdom contrives under given circumstances. For certain, it is within the realm of conventional wisdom to attain "higher wisdom" when the human beings begin to realize and believe in their capacities to understand the unknown, the uncertain, the unpredictable, and the unseen nature of being.
Being and beyond is the essence of "higher wisdom." It almost takes a lifetime to be human in the real sense, and to realize that beyond being fully human, there is also the divine nature of human beings. Beyond human wisdom is the "higher wisdom" which is attainable by that part of human beings which approximates the divine.
Education is mandated to make human beings fully human in the sense that students are helped to discover their potentials, and do something about their shortcomings in order to become useful citizens in the service of their families, their country and the world in general and ultimately their God Whoever they deem Him to be.
The general order of education is to teach, inform, impart knowledge and skills, and develop competencies for human beings to be economically productive. Beyond these, educational institutions, in varying degrees, interface the teaching-learning process with character education, values education, values formation, values transformation and other related strategies which include religious education and spirituality towards the development of the total personality of human beings, in order to be competitive in a globalized world.
"Higher wisdom" while rooted in spirituality inherent in all faiths and religions, goes beyond creeds, beliefs, and practices to the realm of being able to recognize and accept the wisdom beyond human efforts, that wisdom which orders everything rightly beyond and sometimes contrary to the logic of human effort and understanding and to blend these phenomena with the reality within grasp of the human mind.
What normally happens is that there is compartmentalized educational exposure to competencies and "higher wisdom." Spirituality comes out as a tool or a means to achieve human goals and objectives. It evolves to be something that will make the persons dreams, hopes, and aspirations become a reality; spirituality becomes output-oriented as far as desired objectives are concerned.
When spirituality becomes input-oriented as far as human beings are concerned, then "higher wisdom" finds a space in the scheme of being fully human which is ultimately the goal of education. As an input, "higher wisdom" is translated as that capacity to discern, understand and appreciate the meaning and significance of events quite different and divergent from the conventional order of human logic; a discernment which enables the human being to blend conventional wisdom with "higher wisdom."
In this process of blending, orientations and perspectives are enriched. Reactions and counter-reactions to the courses of events are re-designed to create a "renaissance" of approaches and strategies. …