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

Li Ming Chen, Ying Yao Cheng, Pi-Ju Wu, Hsiu I. Hsueh

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This research aimed to investigate educators' implicit perspectives on wisdom in order to compare interpersonal and intrapersonal perspectives and to help identify similarities or differences between these two theoretical perspectives. A total of 56 educators in Taiwan were interviewed individually. We utilised the grounded theory method to analyse the qualitative data. Results showed that both interpersonal and intrapersonal perspectives converged on four core components of wisdom: intrapsychic integration, actions in service of problem solving and ideal implementation, positive results and feedback and adjustments. The interpersonal perspective referred to external characteristics, and admiration and influence, whereas the intrapersonal perspective included greater detail about intrapsychic integration and action strategies than did the interpersonal perspective. We close with a discussion both of how wisdom appears to span across different fields and how the present results might feed into the teaching of wisdom in schools.

Original languageEnglish
Pages (from-to)425-433
Number of pages9
JournalInternational Journal of Psychology
Volume49
Issue number6
DOIs
Publication statusPublished - 2014 Jan 1

Fingerprint

Social Adjustment
Taiwan
Teaching
Research
Grounded Theory
Wisdom
Educators

All Science Journal Classification (ASJC) codes

  • Arts and Humanities (miscellaneous)
  • Psychology(all)

Cite this

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Educators' implicit perspectives on wisdom : A comparison between interpersonal and intrapersonal perspectives. / Chen, Li Ming; Cheng, Ying Yao; Wu, Pi-Ju; Hsueh, Hsiu I.

In: International Journal of Psychology, Vol. 49, No. 6, 01.01.2014, p. 425-433.

Research output: Contribution to journalArticle

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