STUDIO83

Conventionally, we accept “wisdom” to imply a quality or state of being wise; and a person who embodies such a state is one we consider to be continually right and truthful, one who engages in what we may consider right action. 

We can agree that most of us that are not immediately born with an inclination towards right action, but we strive for it continually [or completely disregard it].  Whether you were blessed with this propensity or live your life in the converse we are certainly concerned with widely held opinions about right action [to varying degrees: whether spiritually, morally, or physically]. 

In any sphere of life, we consider one whose judgements and sensibilities are associated with right action as wise; and we may even begin to view her as a sage whose opinions we will follow and whose behaviours we emulate, so that we too might begin to embody some of that magic they seem to posses.

In education terms wisdom is considered the accumulated knowledge of a learning area or discipline gained through experience.  Wisdom is therefore not acquired from “book knowledge” but comes from experiential knowledge.  

The dilemma with this kind of knowledge is that it is appreciated in hindsight; and is not easily evaluated or assessed (as with a test or an essay). Life seems to set up spot tests and your performance in these situations or crises is what determines how you perform as a student of life.  Your life’s accumulated assessment deeds will determine the amount of knowledge you acquire.

This kind of knowledge acquisition is difficult in that you have to experience life’s difficulties in order to learn; and ultimately, knowledge is acquired but wisdom is gained.  

The interesting aspect of learning is that in order to acquire knowledge, we have to make space for new knowledge to infiltrate your knowledge-space.  Old knowledge functions in direct opposition to this notion (consider the difficulty experience with new ideas on how to do something you have been doing for a long time; change is not easy); and you could argue, “if it ain’t broke, why fix it?”  This is not only true for the education of disciplines, but also for Life’s Education; and how we learn to relate to one another as we grow into adulthood.

In order for new knowledge to permeate, we have to be willing to create the headspace; for without space, we learn nothing new.  We stagnate and die.  We often hold on so tightly to what we already know that we do not allow ourselves the privilege to discover new insights. Or old insights (which are at least new to us).

On the road to adulthood, there are new things to learn: new ways of resolving conflict: you simply cannot say “I’m not playing anymore”.  You will not be exempt from embarrassment, miscommunication, or abuse of friendships; and in order for relationships to grow, we need brave pioneers.  We need to pave the way to adopt new standards, break ground for the adults we will become. And it will hurt [bliksem!].

But we will discover than emotional pain does not necessitate that relationships are over.  Life’s spot tests strengthen relationships, make people grow; and we may even adapt and salvage relationships.

In order to gain wisdom we need the sobering of minds, the understanding that the outlook is not so bleak.  Mistakes do not translate to the end of your world.  It is in the taking of missteps that we will grow and learn.  Mistakes are life’s way of teaching us lessons; lessons toward right action. 

All we need is to be patient with ourselves “... and the wisdom to know the difference”.

Photographer / Darren Smith