Wisdom is different from shallow learning, which only takes place at the exterior. In order to gain astuteness, one must dwell deeper into its fundamentals. A teenager may be fascinated with a flamboyant and attractive car but only an experienced automobile fabricator will be able to adjudge it earnestly, conduct a far-reaching scrutiny and then determine its real worth. He will not give his opinion based on an observed actuality, but instead, with his proficiency and expertise, he may fathom the depth of the distinctive aspects associated with the item in question. This ability, to understand the all-embracing reality in every pertinent situation, is wisdom.

There are three kinds of wisdom. Acquired wisdom is the acumen gained by listening to or reading the words of others. Here, the individual does not use a whole deal of the existent mental faculty, but learns merely through absorbing the words of another. Intellectual wisdom mandates that the individual use his or her own logic and reasoning to analyze the acquired wisdom. Self-questioning and counter questioning of what is heard or read leads to the option of dispute or agreement or acceptance. The third and most important kind is experiential wisdom. This is originated from within the self, based on one’s own personal experiences. Hence this is the highest level of wisdom that one can achieve.

Experiential wisdom explicates learning through one’s own experience. For example, when children are taught about the various features of an elephant through books, charts and other audio-visual aids, it is a indirect learning, but when they go to the zoo and see the animal, observe its size, trunk and tusks, touch its skin, hear it trumpet; they gets a direct experience of the object of learning. This real and profound understanding based on one’s own sensory and cognitive experiences is firsthand empirical wisdom.

The aim is for children to assume an adaptive method of thinking, feeling and acting through their own experiences. If a child misbehaves at home, constantly breaks things, is defiant and rebellious, does not do homework, back answers and bickers; the therapist adopts experimental tasks through behavior modification and empirical protocols, and uses token economy to enable the child to experience the positive impact of good behavior. In due course of time, the child learns that positive behavior not only engenders a positive token but also brings in praise and appreciation from the therapist and acceptance from all those around. Children realize that consequences of behaving themselves are far better than those of misbehaving. When repeatedly asked to change, children are often unmotivated, however when they experience the benefits of positive change, the demeanor seems to last.

This therapy works in a variety of contexts like anxiety disorders, behavior disturbances and emotional problems. It is exceptionally helpful in treatment of specific phobias like fear of heights, water or closed places. With help from the therapist, the child is brought in contact with the feared stimulus and made to realize that the imagined fears are only the false and distorted anticipations. They may or may not turn into reality and the probability of a negative outcome is not reason enough to allow it to interfere with daily functioning. This allows children to learn from their own experience with the object of perceived danger, the faulty cognition that they are dwelling upon and the maladaptive behavior that is manifested by it.