Journal of Moral Education 49 (1):9-29 (2020)
Abstract |
ABSTRACTInterest in the topic of wisdom-focused education has so far not resulted in empirically validated programs for teaching wisdom. To start filling this void, we explore the emerging empirical evidence concerning the fundamental elements required for understanding how one can foster wisdom, with a particular focus on wise reasoning. We define wise reasoning through a combination of intellectual humility, recognition of world in flux/change, open-mindedness to diverse viewpoints, and search for compromise/integration of diverse perspectives. In this article, we review evidence concerning how wise reasoning can be facilitated through experiences, teaching materials, environments and cognitive strategies. We also focus on educators, reviewing emerging evidence on how the process of explaining and guiding others impacts one’s wisdom. We conclude by discussing the development of wisdom-focused education, proposing that greater attention to the situational demands and the variability in wisdom-related characteristics across social contexts should play a critical role in its development.
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DOI | 10.1080/03057240.2018.1496903 |
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References found in this work BETA
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Citations of this work BETA
Awaiting the Owl of Minerva: Some Thoughts on the Present and Future of Moral Education.Kristján Kristjánsson - 2021 - Journal of Moral Education 50 (2):115-121.
Wisdom in the Digital Age: A Conceptual and Practical Framework for Understanding and Cultivating Cyber-Wisdom.Tom Harrison & Gianfranco Polizzi - 2022 - Ethics and Information Technology 24 (1).
The Question of Significance: Tall Ship Sailing and Virtue Development.Aaron Marshall, Peter Allison & Jonathan Hearn - 2020 - Journal of Moral Education 49 (4):396-414.
Practical Wisdom: How Do Personal Virtue Beliefs and Contextual Factors Interact in Adolescents’ Moral Decision-Making?Claire Briggs & David Lumsdon - forthcoming - Journal of Moral Education:1-19.
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