The Wisdom Scale


Everyone has a purpose in life. Sometimes this is readily seen by many. Other times we might see quite the opposite. One of the most difficult tasks we face in life is learning to accept people simply for what they are. We place too much emphasis on expectations, and not on the reality of things. Expectations based on a false reality leads to frustration, stress, and suffering. To eliminate this suffering we must see things as they really are.

Consider "wisdom" as the attainment and application of knowledge and experience, or as the absence of ignorance. If we build our expectations around the amount of wisdom that a person holds, then perhaps we can see the reality of things more clearly.

The purpose of this "Wisdom Scale" is so that we may understand why we see people many different ways, and most importantly, so that we may understand and accept people for who and what they are.




"We cannot change anything until we accept it. Condemnation does not liberate, it oppresses."
- C. G. Jung, Psychological Reflections



Wisdom Image







THE BACKGROUND



When we meet people we usually place a person on some sort of a scale. Typically, many of us use a scale from 0 to 10, where 0 is not so good and 10 being very good. Our scale may be based on many criteria such as: intelligence (0=moron to 10=genius), looks (0=ugly to 10=beautiful), stability (0=flusters easily to 10=cool as ice), sensibility (0=no sense to 10=very wise), etc. We have all heard someone describe a nice looking person as a "10" (with an exclamation point !) or possibly describe a less than nice looking person as a "total zero". We have also heard of people as being "high on my list", ie, a "10", as well as "low on my list", ie. approaching "zero".

In general, we all use scalar measurement regularly. In school, we receive grades on a percentage scale from 0 to 100, where 100 percent denotes "perfection" or "excellence" in our achievements. Our goal becomes the attainment of this score of 100 or the quest for perfection.

We use scalar measurement for maturity as well. When a teenager acts responsibly, we note that they act maturely, like an older adult, or perhaps we think that they must be at least in college. When an adult acts in a less than adult manner, we tend to say that they are acting like a baby, or perhaps like a two-year old. When a bright young person at age 25 makes a "brilliant" achievement we may say that they carried out their duties like a "seasoned veteran" or "an old pro" scoring them as if they were a 35 to 50 year old. Perhaps we may view a particularly wise decision as being made with the wisdom of a wise old sage.

When we speak of one's age in terms of maturity, we can clearly see that it is easy to be characterized as older or younger regardless of our true age. Have you ever noticed how some people have always been old? When we are in High School there are always those people who are already "Mother Hens" and "Family Men". Have you ever heard the phrase "they will never grow up" or when middle aged adults "act like kids?" Have you ever noticed in terms of maturity how some people are forever stuck in High School or College while others are always growing in wisdom and maturity always learning from experience? Why is it that some people continually grow wiser while others seem to grow to a certain point and then simply stop growing?

The point being, in terms of age maturity, we can easily catagorize people using our "10" scale. Some people start out at age zero and become a "zero" while others may achieve the wisdom and maturity of a "10". Likewise, we can use our school grading system to note that the person who receives the "10" on our scale of wisdom has attained the grade of 100 percent and the person who is a "zero" has failed miserably in the school of life. We may also note that the person of "average" wisdom is still far from achieving perfection or excellence and if they remain on their "average" path they will never achieve the goal of complete wisdom in this lifetime.




"It is not enough to have a good mind; the main thing is to use it well."
- Rene Descartes







CONSTRUCTING A VISUALIZATION TOOL



We will start by creating a picture that we will call our "Timecurve of Life". Let's draw a simple "number curve" as we did in Elementary Mathematics when our teacher was attempting to teach us the relation of numbers to each other. In our simple model, our number curve will only involve positive numbers. Furthermore, we will put an end on our number curve at 100. That is, our number curve will go from zero to 100.


Wisdom Scale



(1) Start by drawing a graph with a horizontal curve, (2) draw a big dot at the left end of the curve, (3) draw another big dot at the right end of the curve. Now we will add numbers to our number curve by (1) writing the number zero under the big dot at the left end of the curve and (2) writing the number 100 under the big dot at the right end of the curve.

If you like, you can also mark other points on the curve. For example, you may want to label a point for "50" at the halfway point on the curve or maybe label points at 10-20-30-etc. If you really feel compelled, you can label every point from 1 to 100. Whatever works easiest for you. Remember, what we want here is a picture that will make it easiest for you to visualize what were going to talk about next.

When you are finished, you should have a nice little picture that is going to help you visualize the difference and relationship between two different points on the curve.




"People take different roads seeking fulfillment and happiness. Just because they're not on your road doesn't mean they've gotten lost."
- H. Jackson Browne







VISUALIZATION MODEL



The background given can easily be shown using our visualization tool - the number curve, or Timecurve of Life we have created. We will plot the lives of people on our Timecurve of Life based on their wisdom age that they may attain. The points on our Timecurve will not be based on the physical age of a person but rather on their level of wisdom.

People who we consider to be wise are placed towards the right side of our Timecurve - perhaps in the 60 to 80 range. We may place extremely wise sages as high as the 70 to 90 range. There are also those who have a long road ahead of them and we may place these people on the left side in the 20 to 40 range. Unfortunately there are those who can be placed on our Timecurve no higher than the 0 to 20 range.

There are many characteristics that make up wisdom. A brief list may include knowledge, experience, learning, humanitarianism, compassion, instinct, or intellect. In reality, the list of qualities would be infinitely long encompassing all possible qualities since ultimate wisdom requires true knowledge of everything in the universe, good and bad. If we were to plot everyone we would find that people may fall anywhere along the Timecurve.

We may be surprised that some may be ranked lower or higher than their perceived genius or intellect might suggest. These qualities alone do not generate wisdom. The "smartest" person in the world may only score a "15" while a wise but unknown farmer with limited formal education may score an "85". Wisdom is far more than formal education or the ability to orate endless facts and figures. You may also note that moving along the path becomes exceedingly difficult with every step. The step from 8 to 9 may not require much effort but moving from 88 to 89 is an extremely difficult task.

To draw a comparison, the "15" person is only slightly more wise than a "5" person. However an "80" person is considerably wiser than a "70" person. Think of the steps as being somewhat exponential in their relationship. The effort required to be a "5" is four times the effort required to be a "4", "21" requires twenty times that of a "20", "100" requires ninety-nine times the effort of "99", and so on. So you see, it is exceedingly difficult to move up a single step as you are continually climbing upwards so to speak. Conversely, falling is easy and requires no effort, therefore dropping from "25" to "24" or even less is unfortunately simple.

Be aware that in this model a score of 100 is nearly impossible as is a score of zero. This is because 100 would denote complete perfection of wisdom and a score of zero would denote absolutely no wisdom qualities whatsoever. In general, scores may appear low, hovering near or below the midpoint of 50, but bear in mind that each score is but a step on the long path of life. That is, moving from 25 to 26 is of great note and is a major event on one's path of wisdom.

Perhaps another way of visualizing this ...

Another way to visualize this concept is to imagine yourself climbing up a teflon mountain. The slope of the mountain or its angle of steepness equates to your wisdom age. Think of the mountain as covered with teflon, or possibly ball bearings, so it therefore has a slippery surface. A slope of five degrees is not very steep, so moving upwards is difficult but possible and moving from a "5" to a "6" is slippery but possible. At the wisdom age of "90", you must be moving straight up the face of a teflon cliff. Obviously, "100" is an overhanging wall requiring superhuman tenacity to overcome. You can now see that any score from "30" to "60" is actually doing pretty well. You can also see that the steeper the slope is, the easier it is to slide to the bottom, and a simple slip can easily turn into a great fall. We must constantly be wary of walking on firm ground, being in correct balance, and carefully weighting our steps. As soon as we begin to slip we must check the downward turn and keep ourselves anchored in place.

Further, a person's age has little bearing on their wisdom quotient. This is not to belittle an elder, rather to exemplify that true wisdom is acquired through special experiences that promote growth and move us along the path of wisdom. The man who is humanitarian to members of his own group may also be bigoted and distrustful of others outside of his group. This man has hit an incapacitating blockage on his own path and will never move forward in achieving true wisdom. In fact, his actions may actually deter others from moving forward and in this scenario he is actually moving backwards along the path. Perhaps he began life with noblest intentions but through his ultimate ignorance his score actually declined from 30 to 25.




"People can be led to follow something, but they cannot be led to understand it."
- Confucius







EXAMPLE USING THE MODEL



In extremely general terms we will look at five examples to briefly demonstrate the variations in possible scores on our scale of wisdom. Make special note that these are hypothetical cases that have been greatly generalized.

At the physical age of 55, our first subject may be content to simply live out life and has no desire or motivation to learn new wisdom. This person has achieved a wisdom age that remained at 35. To plot this person on our Timecurve of Life, we will simply put a dot at "35". This person has learned to a certain point and has decided that's enough.

Our second subject poses the case of someone who wants to learn and gain wisdom but does not follow through on goals. At the physical age of 40, this sample person has "seen the light" and embarks on an arduous journey to seek knowledge and wisdom. There is great potential to grow in wisdom. Realistically he is in poor health and have many financial, business and leisure distractions that detract from his ultimate goal. Perhaps if he eliminates some of these distractions this person may be able to achieve a potential wisdom age of at least 60. Realistically, the toll of living will deter him and he will probably not surpass the wisdom age of 52. To plot this person on our Timecurve of Life, we will put a dot "52".

Subject three is an extraordinary person who has always had great wisdom and genius even as a child. This person has sought perfection of wisdom throughout life. Some may say that this person has "lived many lives" and has learned greatly. At the end of his life, he is approaching greatness in wisdom. He has earned a score of "90", so we plot a dot at "90" on our Timecurve.

A dismal student of life summarizes subject four. Failed in school, preoccupied with "fun and games", dropped out of life, has no use for wisdom. He scores a "2", so plot a dot at "2" on our Timecurve.

Surprisingly more than normal characterises subject five. This is person has a normal family life, scored average in school and on IQ tests, and appears to others as an average person of the community. Normality describes this person in others eyes but the subject strives to learn and gain wisdom to the best of her ability. She is actually wiser than we realize. A score of 71 surprises all but the few who know her.







SUMMARY



Just as one would generally not expect a child to be prepared to conduct themselves as a mature adult, why do we expect that all adults behave within a certain set of constraints based on age? It is not true that age equates to wisdom ... if this were true, anyone near age 80 should be nearly as wise the great sages. We should not have false expectations and we should learn to relax and see people as they really are.




"Grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference."
- St. Augustine




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