Wisdom Schools

Editorial on Wisdom Schools.

Ideally, learning can be an ecstasy that cultivates mind and heart by eliciting an awakening of awe and passion within students. This awakening can result in creativity, connection with peers and an acknowledgement of the meaningfulness of their lives. Intra-subjective ways of knowing and multi-intelligence can be addressed within education by giving students assignments, involving altruistic acts.

Many problems within educational systems can be attributed to “incomplete knowing” perpetuated by ignoring the higher elements of education. Because education systems tend to focus on preparing students for the job market and retaining a healthy status quo as indicators of their worth, many education models have centered on employment rather than contemplation or altruistic volunteer work. Denying a student’s awe, passion and creativity is like claiming an ocean is separate from water. Administering both a heart and mind perspective to teaching within the education system could create “wisdom schools as opposed to just “knowledge factories.”

A reductionist approach to some education has resulted in overlooking latent essences, such as a butterfly within a caterpillar or a tree within an acorn, which are metaphors for inner wisdom and higher consciousness within a person. Michelangelo saw an angel in stone …and then carved the angel that he saw. When we see the “best” in students, and treat them accordingly we often can help bring out the “best” in them, which can assist them to reach their full potential selves.

“Wisdom schools” can provide curriculum that address students as being “persons”, who require certain skills to assist them to become the best version of self and thus more marketable in the work force. Mind intelligence and heart wisdom should function as an interdependent dynamic; however, the heart’s latent capacity for deep universal intelligence and wisdom must, like the mind, be provided with models for its full growth and development.