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Educators' implicit perspectives on wisdom: a comparison between interpersonal and intrapersonal perspectives.

Li-Ming Chen1, Ying-Yao Cheng, Pi-Ju Wu

  • 1The Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan, R.O.C.

International Journal of Psychology : Journal International De Psychologie
|October 31, 2014
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Summary

Educators

Keywords:
Implicit theory perspectivesProblem solvingPsychology and educationWisdom

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Area of Science:

  • Psychology
  • Education

Background:

  • Implicit perspectives on wisdom are crucial for understanding its multifaceted nature.
  • Comparing interpersonal and intrapersonal views can reveal nuances in wisdom conceptualization.

Purpose of the Study:

  • To investigate educators' implicit perspectives on wisdom.
  • To compare interpersonal and intrapersonal wisdom viewpoints.
  • To identify similarities and differences between these perspectives.

Main Methods:

  • Grounded theory method utilized for qualitative data analysis.
  • Individual interviews conducted with 56 educators in Taiwan.

Main Results:

  • Both interpersonal and intrapersonal perspectives converged on four core wisdom components: intrapsychic integration, actions for problem-solving and implementation, positive results, and feedback/adjustments.
  • Interpersonal wisdom focused on external traits like admiration and influence.
  • Intrapersonal wisdom provided more detail on intrapsychic integration and action strategies.

Conclusions:

  • Wisdom appears to be a cross-disciplinary concept.
  • Findings can inform the integration of wisdom education in schools.