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16 - Educating for Wisdom

from Part IV - The Development of Wisdom

Published online by Cambridge University Press:  15 March 2019

By
Michel Ferrari  and
Juensung Kim
Edited by
Robert J. Sternberg  and
Judith Glück
Robert J. Sternberg
Affiliation:
Cornell University, New York
Judith Glück
Affiliation:
Universität Klagenfurt, Austria
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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.
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Chapter
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The Cambridge Handbook of Wisdom , pp. 347 - 371
Publisher: Cambridge University Press
Print publication year: 2019

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