Engaging With Influential Thinkers: Educational Philosophies and Policies Enduring the Test of Time

Abstract

Literature spanning from the time of the third and fourth industrial revolution mentions how modernity has, in many ways, made circumstances profoundly better for humanity than what used to be in the historic and ancient worlds. Nevertheless, extant literature also speaks of how the manifested benefits of modernity inculcated ills that stand in the way of humanity being humane and of exercising human personhood. This article puts forth a consoling and a divine virtue - wisdom and wisdom philosophy - thoughts based on wisdom to bridge the gap between getting progressive and being humane. Curiosity thereby wisdom; starts with wonder, as resonated in child and man - whereby aiming to be inculcated and embedded, at a stage, when one is mostly trainable and adaptable lies the objective of this essay - to reignite one’s mind to the philosophical values of influential thinkers, explore of its existence, relevance and its purpose for modern humanity. A qualitative methodology was employed to gather information supplemented by knowledge from archived literature. This scholarly piece of writing discusses an approach using as an analogy - the fulcrum, load and effort mechanism to embed wisdom based philosophy thoughts and practices in educational policies for the stakeholders of knowledge.