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34 results

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  • Chapter 12 - Interventions for Developing Wisdom
  • from Part III - The Modifiability of Wisdom
  • Edited by Robert J. Sternberg, Cornell University, New York, Judith Glück, Universität Klagenfurt, Austria
  • Book: The Psychology of Wisdom
  • Published online: 26 May 2022
  • Print publication: 09 June 2022, pp 193-208
  • View extract

    Summary

    Chapter Abstract: This chapter explores how to cultivate wisdom through public education. To educate for wisdom, we need to be clear about our target outcome. We suggest a wise student is one who is healthy and well-integrated physically, personally, intellectually and socially—what Rogers called “a fully functioning person.” Educational programs need specific indicators of progress, so we propose six connections to being, feeling, and thinking. These connections are established and strengthened by curricula that include: studying inspirational exemplars; teaching strategies to become like those exemplars (e.g., journaling); teaching concepts related to wisdom (e.g., critical thinking); and building real and virtual educational environments. Although the best teachers already teach for wisdom, many (perhaps most) teachers in public education do not. Making teaching for wisdom more common requires changes to current teacher education, student assessment and educational policy.

  • 18 - Cultural Differences in Wisdom and Conceptions of Wisdom
  • from Part V - Cultural Perspectives on Wisdom
  • Edited by Robert J. Sternberg, Cornell University, New York, Judith Glück, Universität Klagenfurt, Austria
  • Book: The Cambridge Handbook of Wisdom
  • Published online: 15 March 2019
  • Print publication: 21 March 2019, pp 409-428
  • View extract

    Summary

    This chapter is organized around different approaches to studying wisdom across cultures. We suggest that the cross-cultural psychology of wisdom explores how “cultures are like all other cultures” (e.g., through wisdom scales); cultural psychology of wisdom explores how “cultures are like some other cultures” (e.g., by examining “wise reasoning” in different cultures); and indigenous psychology of wisdom explores how “cultures are like no other culture” (e.g., through narratives involving indigenous concepts like prajna). However, indigenous concepts challenge the very possibility of cross-cultural discussions of wisdom: It is impossible to distinguish cultural differences in conceptions of wisdom from indigenous cultural concepts that resemble – but are not – wisdom. Wierzbicka proposes a Natural Semantic Metalanguage that brings us full circle, since such a universal metalanguage highlights what is universal about conceptions and narratives of wisdom, or at least to knowing what is needed to live well.
  • 16 - Educating for Wisdom
  • from Part IV - The Development of Wisdom
  • Edited by Robert J. Sternberg, Cornell University, New York, Judith Glück, Universität Klagenfurt, Austria
  • Book: The Cambridge Handbook of Wisdom
  • Published online: 15 March 2019
  • Print publication: 21 March 2019, pp 347-371
  • View extract

    Summary

    This chapter enages the long conversation about how to cultivate wisdom through education, especially public education. We suggest coordinating attributes commonly associated with wisdom, understood as six sets of connections to materiality, feeling, and thinking that require: crafting educational environments; using exemplars (who show these ideas in action); teaching strategies to emulate exemplars (e.g., journaling); direct instruction in concepts related to wisdom and the good life (e.g., critical thinking); and “therapeutic intervention” to recalibrate students’ self-image, or self-attributions that undermine their motivation to develop wisdom. We believe that instances of teaching for wisdom can already be found in North American classrooms among the best teachers. It could become even more common by changes to teacher education that incorporate existing ideas of best practices and by re-thinking assessment approaches. Existing programs like Project Wisdom and Philosophy for Children, in combination and adapted to the appropriate academic level, can potentially address all six of these connections and so educate for wisdom.
  • Effects of wisdom and religiosity on subjective well-being in old age and young adulthood: exploring the pathways through mastery and purpose in life
  • Monika Ardelt, Michel Ferrari
  • Journal: International Psychogeriatrics / Volume 31 / Issue 4 / April 2019
  • Published online by Cambridge University Press: 20 November 2018, pp. 477-489
  • View abstract
    Objectives:

    Prior research found that the positive association between wisdom and subjective well-being might at least partially be explained by a greater sense of mastery and purpose in life. This study tested whether religiosity provides an alternative pathway to well-being and whether the associations are moderated by age cohort and nation of residency.

    Design and Participants:

    A quota sample design was used, stratified by age group, sex, and nation of residency, to collect cross-sectional survey data of 111 older adults (age range 62–99 years, M = 77.20, SD = 8.98) and 100 young adults (age range 21–30 years, M = 24.05, SD = 2.69) from Canada and the United States.

    Measurements:

    Face-to-face interviews were conducted to administer the survey. All measures consisted of validated scales and items.

    Results:

    Multi-group path analysis confirmed that mastery and purpose in life partially mediated the association between wisdom and well-being. Religiosity offered an alternative pathway to well-being, also partially through a greater sense of mastery and purpose in life. Wisdom was statistically more strongly related to mastery among older adults, whereas the association between mastery and purpose in life was statistically stronger among young adults. The mediated pathways from wisdom and religiosity to well-being did not differ by nation of residency.

    Conclusions:

    These results highlight the importance of internal strengths for subjective well-being among both young and older adults and add confidence to the generalizability of the mediated path model for North America.

The Cambridge Handbook of Cultural-Historical Psychology
  • The Cambridge Handbook of Cultural-Historical Psychology
  • Edited by Anton Yasnitsky, René van der Veer, Michel Ferrari
  • Published online: 05 October 2014
  • Print publication: 30 September 2014
  • View description
    The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The Handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.
  • Enhanced performance of a 60-GHz power amplifier by using slow-wave transmission lines in 40 nm CMOS technology
  • Xiao-Lan Tang, Emmanuel Pistono, Philippe Ferrari, Jean-Michel Fournier
  • Journal: International Journal of Microwave and Wireless Technologies / Volume 4 / Issue 1 / February 2012
  • Published online by Cambridge University Press: 11 October 2011, pp. 93-100
  • View abstract

    This paper shows the contribution of slow-wave coplanar waveguides on the performance of power amplifiers operating at millimeter-wave frequencies in CMOS-integrated technologies. These transmission lines present a quality factor Q two to three times higher than that of the conventional microstrip lines at the same characteristic impedance. To demonstrate the contribution of the slow-wave transmission lines on integrated millimeter-wave amplifiers performance, two Class-A single-stage power amplifiers (PA) operating at 60 GHz were designed in standard 40 nm CMOS technology. One of the power amplifiers incorporates only the microstrip lines, whereas slow-wave coplanar transmission lines are considered in the other one. Both amplifiers are biased in Class-A operation, drawing, respectively, 22 and 23 mA from 1.2 V supply. Compared to the power amplifier using conventional microstrip transmission lines, the one implemented with slow-wave transmission lines shows improved performances in terms of gain (5.6 dB against 3.3 dB), 1 dB output compression point (OCP1dB: 7 dBm against 5 dBm), saturated output power (Psat: >10 and 8 dBm, respectively), power-added efficiency (PAE: 16% instead of 6%), and die area without pads (Sdie: 0.059 mm2 against 0.069 mm2).

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