Within the frameworks of the concept of wisdom, the general consensus is all wise people are knowledgeable. And although the theory of wisdom and its’ components has been studied throughout history by many theorist and psychologists and from the many ideas put forth, it can be understood that wisdom cannot be taught. To be exact,
“Despite the different perspectives from which wisdom is viewed, scholars seem to agree that wisdom involves special type of experience-based knowledge and is characterized by the ability to move away from absolute truth, to be reflective, to take action for the common good, and to make sound judgments related to everyday life” (Merriam, Caffarella & Baumgartner 2007, p. 358).
In view of this notion, the goal of this paper presents a deeper understanding of how cognitive development plays a role in obtaining wisdom; a personal reflection of previously held beliefs regarding wisdom as opposed to a current position, and lastly, a viewpoint of how the increasing effects fast-paced lives can impact an individual’s ability to process information.
Cognitive development is a vital aspect in one’s ability to retain and recall experiences encountered in the course of maturing, which increases the enrichment know-hows in gaining wisdom. This is why family members witness frustrating behaviors from loved one who suffer from Alzheimer’s, Dementia, or a severe stroke. The inability to recall and feel the emotional attachment of living these experiences, as well as not being able to retain new memories and experiences is upsetting and discouraging. Merriam, Caffarella & Baumgartner (2007) accounts, “Viewing the devastation of the memory and lear...
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...omic, and political forces help shape both how we think and what kind of knowledge we value” (p. 358). My personal belief is that a wise person is so because they have subjectively and objectively made decisions through an exposure to diverse experiences as they aged. As contact to increased experiences influences and enrichment of knowledge knowhow arises, expanded wisdom is obtained. Conversely, with the rise in information technology and its’ requirements to remain up-to-date, the proclivity for information overload to occur in aging adults will pose a problem. For this reason, adult educators would do well in understanding the vast concepts that stimulate and impact learning. Therefore, “the more we know about how adults learn the better we are able to structure learning activities that resonate with those adult learners with who we work” (Merriam, 2008, p. 93).
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