Zane Diamond

This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to such understandings. As part of this work, I examined the modern university and its capacity to engage with local knowledge and wisdom. Over the course of analysis, I find that one of the constraints of scaling up institutions for learning wisdom into the now global model of the university is that universities have forgotten how to develop wisdom in the race towards industrialisation, colonisation, and neo-liberalism within the scientific paradigm. One of the early sacrifices of such scaling up was the ability of the university to preserve an intention to develop the wisdom of its students. Therefore, distant memory now is the ideation of wisdom that many societies and civilisations, and their institutions of higher learning, are in danger of forgetting the pedagogical pathway to do so. The paper begins with an examination of the long history of pedagogies for the development of wisdom. I then briefly discuss the methodological aspects of this paper and explain my key terms: information, knowledge and wisdom, followed by an examination of wisdom through the lens of the teaching and learning modalities of the _Oral_, _Written_, and _Printing_. My synthesis of wisdom artefacts and stories about pedagogy suggests that while wisdom is individually sensed, understood, and lived phenomenologically, its meaning is latent, socially agreed, and constrained in terms of how and if universities might cultivate its essential elements. Taking a Janussian backward- and forward-looking view, I propose a remembering and reconnecting approach to educating for wisdom through purposeful consideration of what we know about time-honoured pedagogies for teaching and learning wisdom, what are its current constraints, and what are its future opportunities in the university into the new postmodern, planetary, _virtual_ education era.