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 3334;i 2 .-P

Ilost people would agrce that, although our agc far

Surpasses all previous ages in knowledge, there has been
no correlative increase ln wiedom. But agreement ceases as
sOOn aS vJe attempt to define 'wisdonn' and consider means of
promoting it. I want to ask flrst lvha.t wisdom iS, and thc'n
what ca.n be done to teach it.

There are Several factors that contributc to wisdonl.

Of thcse I shculd put first a scnse of proportion: the cap:tclty
to takc account of aII the important factors in a problem and
to attach to cach 1ts duc weight. This has becorne more dif--
flcult than it used to be owing to thc L'xtent and complcxity
of the speciallsed knowledgc rcquired of varlous kinds of'
technicians. Suppose, for cxamPlC, thet you are cngagcd in i\
rescarch in scicntific mcdicinc. The worI< is difficult and
is likety to absorb thc rvholc of your intellectual cnergy.
You have not timc to considcr the r-.ffcct which your discovcrics
or inventlons may have outside thc ficld of mcdicinc. You
Succeid ( lct us say ) , aS rnodern nedic inc has Succcccled, it^t
cnormously lovrcrihg thc infant dcath-ratc, not only in Eurc>pc
i'fid Arncrlca, but also in Asia and Africa. This has thc cntircly
unintcndcd rcsuLt of maklng thc food supply inad':quatc and
lowcring the standard of lifc in thc riost prrpurous po"'ts of th':
vrorld. To takc an er/cn morc spcctaculi'.1'cxa.rnplc, vrhich is in
cvcrybodyts mind at the prcsent time: you study thc composition
of thc atom from a dlslntcrcstccl dr-:sirc for knov;ledgc, and
inclclcntally placc in the hand of povrcrful unatics the neans of
ciestroying the hurnan racc. rn such wa./s thc pursuj-t of lcnc'."]edge
nla\y b()comc harmful unlcss Lt r.s combincci w th wlsdom ' anC ''risdorn
j.

./...
 (4)

vision is not nL-cessarlly

iir thc scnse of comprchensive
purs'-rit of knovrlcdgc-'
prcscnt is spccialists in thc

( ,L;-.-; 20)