Knowledge and Wisdom by Bertrand Russell | Knowledge and Wisdom | Bertrand Russell | Key Points | Summary | Word Meaning | Questions Answers | Free PDF Download – Easy Literary Lessons
Knowledge and Wisdom
Most people would agree that, although our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. But agreement ceases as soon as we attempt to define `wisdom’ and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it.
There are, I think, several factors that contribute to wisdom. Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight. This has become more difficult than it used to be owing to the extent and complexity fo the specialized knowledge required of various kinds of technicians. Suppose, for example, that you are engaged in research in scientific medicine. The work is difficult and is likely to absorb the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions may have outside the field of medicine. You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. This has the entirely unintended result of making the food supply inadequate and lowering the standard of life in the most populous parts of the world. To take an even more spectacular example, which is in everybody’s mind at the present time: You study the composistion of the atom from a disinterested desire for knowledge, and incidentally place in the hands of powerful lunatics the means of destroying the human race. In such ways the pursuit of knowledge may becorem harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge.
Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many eminent historians have done more harm than good because they viewed facts through the distorting medium of their own passions. Hegel had a philosophy of history which did not suffer from any lack of comprehensiveness, since it started from the earliest times and continued into an indefinite future. But the chief lesson of history which he sought to unculcate was that from the year 400AD down to his own time Germany had been the most important nation and the standard-bearer of progress in the world. Perhaps one could stretch the comprehensiveness that contitutes wisdom to include not only intellect but also feeling. It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack what I call wisdom.
It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. Even an end which it would be noble to pursue if it were attainable may be pursued unwisely if it is inherently impossible of achievement. Many men in past ages devoted their lives to a search for the philosopher’s stone and the elixir of life. No doubt, if they could have found them, they would have conferred great benefits upon mankind, but as it was their lives were wasted. To descend to less heroic matters, consider the case of two men, Mr A and Mr B, who hate each other and, through mutual hatred, bring each other to destruction. Suppose you dgo the Mr A and say, ‘Why do you hate Mr B?’ He will no doubt give you an appalling list of Mr B’s vices, partly true, partly false. And now suppose you go to Mr B. He will give you an exactly similar list of Mr A’s vices with an equal admixture of truth and falsehood. Suppose you now come back to Mr A and say, ‘You will be surprised too learn that Mr B says the same things about you as you say about him’, and you go to Mr B and make a similar speech. The first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the other’s injustice. But perhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has only the normal share of human wickedness, and that their enmity is harmful to both. If you can do this, you will have instilled some fragment of wisdom.
I think the essence of wisdom is emancipation, as fat as possible, from the tyranny of the here and now. We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ourselves. An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his horizon widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, he achieves growing wisdom. This is of course a matter of degree. No one can view the world with complete impartiality; and if anyone could, he would hardly be able to remain
alive. But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom.
Can wisdom in this sense be taught? And, if it can, should the teaching of it be one of the aims of education? I should answer both these questions in the affirmative. We are told on Sundays that we should love our neighbors as ourselves. On the other six days of the week, we are exhorted to hate. But you will remember that the precept was exemplified by saying that the Samaritan was our neighbour. We no longer have any wish to hate Samaritans and so we are apt to miss the point of the parable. If you wnat to get its point, you should substitute Communist or anti-Communist, as the case may be, for Samaritan. It might be objected that it is right to hate those who do harm. I do not think so. If you hate them, it is only too likely that you will become equally harmful; and it is very unlikely that you will induce them to abandon their evil ways. Hatred of evil is itself a kind of bondage to evil. The way out is through understanding, not through hate. I am not advocating non-resistance. But I am saying that resistance, if it is to be effective in preventing the spread of evil, should be combined with the greatest degree of understanding and the smallest degree of force that is compatible with the survival of the good things that we wish to preserve.
It is commonly urged that a point of view such as I have been advocating is incompatible with vigour in action. I do not think history bears out this view. Queen Elizabeth I in England and Henry IV in France lived in a world where almost everybody was fanatical, either on the Protestant or on the Catholic side. Both remained free from the errors of their time and both, by remaining free, were beneficent and certainly not ineffective. Abraham Lincoln conducted a great war without ever departing from what I have called wisdom.
I have said that in some degree wisdom can be taught. I think that this teaching should have a larger intellectual element than has been customary in what has been thought of as moral instruction. I think that the disastrous results of hatred and narrow-mindedness to those who feel them can be pointed out incidentally in the course of giving knowledge. I do not think that knowledge and morals ought to be too much separated. It is true that the kind of specialized knowledge which is required for various kinds of skill has very little to do with wisdom. But it should be supplemented in education by wider surveys calculated to put it in its place in the total of human activities. Even the best technicians should also be good citizens; and when I say ‘citizens’, I mean citizens of the world and not of this or that sect or nation. With every increase of knowledge and skill, wisdom becomes more necessary, for every such increase augments our capacity of realizing our purposes, and therefore augments our capacity for evil, if our purposes are unwise. The world needs wisdom as it has never needed it before; and if knowledge continues to increase, the world will need wisdom in the future even more than it does now.
Summary
Bertrand Russell’s reflections on knowledge and wisdom are insightful and raise important considerations about the relationship between the two. Here are some key points from the text:
Knowledge vs. Wisdom: Russell begins by pointing out the apparent disconnect between the vast increase in knowledge in his time and the lack of a corresponding increase in wisdom. While knowledge involves the acquisition of information, wisdom is characterized by a sense of proportion, awareness of human ends, and the ability to make judicious choices.
Comprehensive Vision: Russell emphasizes the importance of comprehensiveness in wisdom, the capacity to consider all relevant factors in a problem and assign them their due weight. Specialized knowledge, while valuable, can lead to unintended consequences if not combined with a broader understanding of its implications.
Awareness of Ends: Wisdom involves an awareness of the ultimate goals of human life. Russell uses the example of historians who, driven by personal passions, may distort facts. Understanding the broader context and purpose of one’s actions is crucial in the pursuit of wisdom.
Emotional Intelligence: Russell suggests that wisdom includes emotional intelligence. Men with wide knowledge but narrow feelings lack wisdom. The ability to empathize, understand others, and manage one’s emotions is essential for a wise perspective.
Emancipation from the Present: Russell sees the essence of wisdom as emancipation from the tyranny of the present moment. As individuals move beyond personal concerns and develop a broader perspective, they approach impartiality and grow in wisdom.
Teaching Wisdom: Russell argues that wisdom, to some extent, can be taught. He suggests that education should aim to instill wisdom by combining intellectual elements with moral instruction. The understanding of the consequences of hatred and narrow-mindedness should be integrated into knowledge dissemination.
Hatred and Understanding: Russell challenges the idea that hatred of evil is productive. Instead, he advocates for understanding as a way to combat evil effectively. Resistance, in his view, should be coupled with a deep understanding and minimal force necessary to preserve the good.
Compatibility of Wisdom and Vigor in Action: Contrary to the belief that wisdom may hinder vigorous action, Russell cites historical figures like Queen Elizabeth I, Henry IV, and Abraham Lincoln as examples of leaders who combined wisdom with effective action.
Global Citizenship: Russell concludes by emphasizing the need for citizens, even skilled technicians, to be good citizens of the world. Wisdom becomes increasingly crucial with the growth of knowledge, as the capacity for both good and evil expands.
Key Points
Author Bertrand Russell was a British philosopher, logician, essayist, and social critic. He is best known for his work in mathematical logic and analytic philosophy. His contributions to logic, epistemology, and the philosophy of mathematics established him as one of the foremost philosophers of the 20th century. In 1950, Russell was awarded the Nobel Prize in Literature “in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought.”
Introduction In the essay “Knowledge and Wisdom,” Russell explores the relationship between knowledge and wisdom. He begins by defining knowledge as the awareness and understanding of facts, information, descriptions, or skills acquired through experience or education. On the other hand, he defines wisdom as the ability to think and act using knowledge, experience, understanding, common sense, and insight. Russell emphasizes that while knowledge is necessary, it is not sufficient. Wisdom is needed to use knowledge in a way that promotes well-being and ethical values.
Structure The essay is structured as a series of reflections and observations. Russell uses a variety of examples from history and contemporary society to illustrate his points. The essay is not divided into sections or chapters, but it follows a logical progression from the introduction of the topic to the exploration of the relationship between knowledge and wisdom, and finally to the conclusion where Russell emphasizes the importance of wisdom.
Setting The setting of the essay is not a physical location but the intellectual and philosophical landscape in which Russell was writing. He discusses the role of knowledge and wisdom in society and the dangers of knowledge without wisdom. The essay reflects the intellectual climate of the early 20th century, but its themes and insights remain relevant today.
Theme The main theme of the essay is the distinction between knowledge and wisdom. Russell argues that knowledge is about facts and information, while wisdom is about understanding and applying this knowledge in a meaningful and ethical way. He emphasizes that wisdom is more important than knowledge because it leads to a better understanding of the world and a more fulfilling life.
Style Russell’s style in this essay is clear, concise, and thought-provoking. He uses logical arguments and real-world examples to make his points. His writing is accessible to a general audience, but also offers deep insights for those familiar with philosophical concepts. Russell’s style is characterized by clarity, precision, and a commitment to logical reasoning.
Message The key message of the essay is the importance of wisdom in using knowledge. Russell warns of the dangers of knowledge without wisdom, giving examples of how knowledge can be misused when not tempered with wisdom. He advocates for the integration of wisdom into education, arguing that knowledge alone can lead to its misuse. He also discusses several factors that contribute to wisdom, including a sense of proportion, comprehensiveness with broad feeling, emancipation from personal prejudices, and the tyranny of sensory perception. The essay is a call to action for individuals and societies to value and cultivate wisdom.
Bertrand Russell
Full Name: Bertrand Arthur William Russell.
Title: 3rd Earl Russell.
Birth: He was born on 18 May 1872 in Trellech, Wales, United Kingdom.
Death: He died on 2 February 1970 in Penrhyndeudraeth, Wales, UK.
Profession: He was a British philosopher, logician, and mathematician.
Work: He worked mostly in the 20th century.
Nobel Prize: He won the Nobel Prize in Literature in 1950.
Contributions: He wrote many books and articles and tried to make philosophy popular1. He gave his opinion on many topics.
Famous Essay: He wrote the essay, “On Denoting”, which has been described as one of the most influential essays in philosophy in the 20th Century.
Political Views: He was a well-known liberal as well as a socialist and anti-war activist for most of his long life.
Beliefs: In his 1949 speech, “Am I an Atheist or an Agnostic?”, Russell expressed his difficulty over whether to call himself an atheist or an agnostic.
Very Short Answer Questions
Who is the author of “Knowledge and Wisdom”?
The author is Bertrand Russell.
What is the main theme of the essay?
The main theme is the distinction between knowledge and wisdom.
What is knowledge according to Russell?
Knowledge is defined as the acquisition of data and information.
What is wisdom according to Russell?
Wisdom is the practical application and use of knowledge to create value.
How is wisdom gained?
Wisdom is gained through learning and practical experience, not just memorization.
What is the danger of knowledge without wisdom?
Knowledge without wisdom can lead to misuse and harm.
What are the factors that contribute to wisdom?
Factors include a sense of proportion, comprehensiveness with broad feeling, emancipation from personal prejudices, and the tyranny of sensory perception.
What is the message conveyed with the example of technicians?
Knowledge alone cannot save the world and, in certain situations, may threaten mankind.
Which leaders were able to mix knowledge and wisdom soundly?
Leaders like Queen Elizabeth I of England, Henry IV of France, and Abraham Lincoln.
What is the style of Russell’s writing in this essay?
The style is clear, concise, and thought-provoking.
What is the setting of the essay?
The setting is the intellectual and philosophical landscape in which Russell was writing.
What is the structure of the essay?
The essay is structured as a series of reflections and observations.
What is the key message of the essay?
The importance of wisdom in using knowledge.
What is the danger of knowledge without wisdom according to Russell?
It can lead to misuse and harm.
What does Russell advocate for in education?
The integration of wisdom into education.
What is the role of wisdom in society according to Russell?
Wisdom is needed to use knowledge in a way that promotes well-being and ethical values.
What is the relationship between knowledge and wisdom according to Russell?
Wisdom is the practical application and use of knowledge.
What is the danger of knowledge without wisdom in the context of scientific discoveries?
Scientific discoveries can be misused when not tempered with wisdom.
What is the role of wisdom in the use of scientific knowledge according to Russell?
Wisdom is needed to use scientific knowledge in a way that promotes well-being and ethical values.
What is the impact of wisdom on the quality of life according to Russell?
Wisdom leads to a better understanding of the world and a more fulfilling life.
Short Answer Questions
What are the factors that contribute to wisdom according to Russell?
Bertrand Russell, in his essay ‘Knowledge and Wisdom’, suggests that wisdom is influenced by several factors:
A sense of proportion: This is the capacity to carefully evaluate all of the key aspects of a subject. It’s challenging due to specialization. For example, scientists develop novel drugs but may not fully understand how these medicines will affect people’s lives.
Awareness of the ends of human life: This involves understanding the broader implications of actions and decisions, such as how a decrease in infant mortality due to new medicines could lead to a population increase and potential food crisis.
Choice of ends to pursue: Wisdom is needed to decide our life’s objectives and to discern which goals are worth pursuing.
Emancipation from personal prejudice: Wisdom helps free us from personal biases, enabling us to make more objective and fair decisions.
What message does Russell try to convey with the example of technicians?
Russell uses the example of technicians to illustrate the potential harm that can result from applying technical knowledge without wisdom. He suggests that if technical knowledge is implemented without considering the broader implications, it can lead to destructive outcomes for humanity.
Which leaders does Russell say were able to mix knowledge and wisdom soundly?
Russell cites Queen Elizabeth I of England, Henry IV of France, and Abraham Lincoln, President of the United States, as examples of leaders who successfully combined knowledge and wisdom.
Why is wisdom needed not only in public ways, but in private life equally?
Wisdom is needed in both public and private life because it helps in decision-making and overcoming personal biases. It is important in setting life goals and being able to persuade others. Without wisdom, one may not be able to make the right choices or effectively communicate their beliefs.
What is the true aim of education according to Russell?
According to Russell, the true aim of education is to instill wisdom in individuals. Wisdom allows people to apply their knowledge in a way that doesn’t cause harm, and it is crucial for being a responsible and good citizen.
Can wisdom be taught?
There are differing views on whether wisdom can be taught. Some sources suggest that wisdom-related skills can, to a certain extent, be taught. Teaching experiments have been made as part of university education, with successful examples of wisdom pedagogy including reading great philosophers or classic texts, discussing the texts in the classroom, and writing different kinds of reflection diaries related to one’s own beliefs and values. However, other sources suggest that wisdom cannot be taught, but only sought. It is achieved as a synthesis in reflection by individuals who are facing a practical need or a theoretical challenge of orientation.
Why does the world need more wisdom in the future?
The world needs more wisdom in the future because with advancements in knowledge and technology, people may make unwise decisions and cause harm if they don’t have wisdom to guide them. Wisdom is crucial for making responsible and informed choices, and it is necessary for a brighter future.
How does Russell define wisdom?
Russell defines wisdom as the ability to use knowledge, understanding, experience, common sense, and insight to make sound decisions and sensible judgments. Wisdom helps a person to overcome multiple difficult situations that he may encounter and get out of them with the least possible losses.
What is the difference between knowledge and wisdom according to Russell?
According to Russell, knowledge and wisdom are different things. Knowledge is defined as the acquisition of data and information, while wisdom is defined as the practical application and use of the knowledge to create value. Wisdom is gained through learning and practical experience, not just memorization.
What is the role of wisdom in the use of knowledge?
Wisdom plays a crucial role in the use of knowledge. It provides the necessary perspective and insight required to make good decisions. It involves using knowledge to understand the situation, consider the consequences, and weigh the options before making a decision. Wisdom is essential in applying knowledge as it provides the necessary perspective and insight required to make sound decisions and sensible judgments.
Essay Type Questions
Write the critical appreciation of the Essay.
Introduction Bertrand Russell, a renowned British philosopher, logician, and Nobel laureate, explores the relationship between knowledge and wisdom in his essay “Knowledge and Wisdom”. He emphasizes the importance of wisdom and suggests that in the absence of it, knowledge can be dangerous.
Definition of Wisdom Russell defines wisdom as the ability to use knowledge, understanding, experience, common sense, and insight to make sound decisions. He describes the factors that influence wisdom, including a sense of proportion, comprehensiveness with broad feeling, emancipation from personal prejudices and the tyranny of sensory perception, impartiality, and awareness of human needs and understanding.
Wisdom vs Knowledge Russell distinguishes between knowledge and wisdom. He states that knowledge involves acquiring data, while wisdom involves practical application and value creation through learning and experience. He critiques the global explosion of knowledge but emphasizes that knowledge and wisdom are not synonymous.
The Role of Wisdom Russell argues that wisdom is needed not only in public ways but in private life equally. In deciding what goals to follow and overcoming personal prejudice, wisdom is needed. He also suggests that wisdom is gained when a person’s thoughts and feelings become less persona.
The Danger of Knowledge Without Wisdom Russell gives the example of scientists and historians to illustrate how knowledge without wisdom can be dangerous. Scientists develop novel drugs but may not fully understand how these medicines will affect people’s lives. Similarly, historians like Hegel wrote with historical knowledge and made the Germans believe they were a master race, and this false sense of pride drove them to war.
The Aim of Education Russell believes that the true aim of education is to instill wisdom in individuals. He is assured that wisdom must be an integral part of education because a person can be well educated but lack the wisdom to understand the true meaning of life. Wisdom is required in education because knowledge alone leads to its misuse.
Conclusion In conclusion, Russell’s essay “Knowledge and Wisdom” is a profound exploration of the relationship between knowledge and wisdom. It emphasizes the importance of wisdom in using knowledge responsibly and highlights the dangers of knowledge without wisdom. The essay is a call to action for individuals and society to strive for wisdom, not just knowledge.
Detailed Analysis
Russell begins his essay by differentiating between knowledge and wisdom. He defines knowledge as the acquisition of data and information, whereas wisdom is the practical application and use of the knowledge to create value. He emphasizes that wisdom is gained through learning and practical experience, not just memorization.
He then discusses the factors that contribute to wisdom. According to him, a sense of proportion, comprehensiveness with broad feeling, emancipation from personal prejudices and the tyranny of sensory perception, impartiality, and awareness of human needs and understanding are all factors that contribute to wisdom.
Russell also discusses the dangers of knowledge without wisdom. He uses the example of scientists and historians to illustrate this point. Scientists develop novel drugs but have no idea how these medicines will affect people’s lives. Drugs may help lower the infant mortality rate. However, it may result in a rise in population, and the world is sure to face the consequences of the rise in population. Once, Hegel, the greatest historian, wrote with historical knowledge and made the Germans believe they were a master race, and this false sense of pride drove them to war.
Russell emphasizes the importance of wisdom in both public and private life. He suggests that wisdom is needed to decide the goal of our life and to free ourselves from personal prejudices. He also suggests that wisdom emerges when we begin to value things that do not directly affect us.
In the end, Russell discusses the role of education in instilling wisdom. He believes that the true aim of education is to instill wisdom in individuals. He is assured that wisdom must be an integral part of education because a person can be well educated but lack the wisdom to understand the true meaning of life. Wisdom is required in education because knowledge alone leads to its misuse.
In conclusion, Russell’s essay “Knowledge and Wisdom” is a profound exploration of the relationship between knowledge and wisdom. It emphasizes the importance of wisdom in using knowledge responsibly and highlights the dangers of knowledge without wisdom. The essay is a call to action for individuals and society to strive for wisdom, not just knowledge.
Write long note on Bertrand Russell as Essayist.
Bertrand Russell, a British philosopher, logician, and social reformer, was also a prolific essayist whose works have had a profound influence on the 20th century intellectual landscape.
Style and Approach Russell’s essays are characterized by a clear, logical style and a precise approach. He always argues his case in a strictly logical manner and his aim is exactitude or precision. As far as possible, he never leaves the reader in any doubt about what he has to say. He stresses the need for rationality, which he calls skepticism in all spheres of life. Each of his essays is logically well-knit and self-contained.
Themes and Topics Russell’s essays cover a wide range of topics, reflecting his broad interests and deep knowledge. He wrote on philosophy, mathematics, logic, social reform, and peace advocacy. His essays often addressed contemporary social, political, and moral subjects, making them relevant and accessible to a general audience.
Influence and Impact Russell’s essays have had a significant impact on various fields. His contributions to logic, epistemology, and the philosophy of mathematics established him as one of the foremost philosophers of the 20th century. However, to the general public, he was best known as a campaigner for peace and as a popular writer on social, political, and moral subjects.
Recognition Russell’s work as an essayist and writer was recognized with the Nobel Prize for Literature in 1950. This award attests to the quality of his writing and the influence of his ideas.
In conclusion, Bertrand Russell’s work as an essayist is characterized by its clarity, precision, and logical rigor. His essays, which cover a wide range of topics, have had a significant impact on various fields and continue to be widely read and studied.
