Blog
About

42
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Teaching for wisdom: what matters is not just what students know, but how they use it

      , ,

      London Review of Education

      IOE Press

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This article describes a balance theory of wisdom and applies the theory to the context of schooling. First the article discusses why cognitive skills as assessed by conventional tests are an important, but not a sufficient, basis for education. Second the article discusses the concept of wisdom and why it is important for schooling. Third the article presents a balance theory of wisdom, according to which wisdom is defined as the application of intelligence, creativity, and knowledge toward the achievement of a common good through a balance in the (a) short- and (b) long-terms; among (a) intrapersonal, (b) interpersonal, and (c) extrapersonal interests; in order to achieve a balance among (a) adaptation to existing environments, (b) shaping of existing environments, and (c) selection of new environments. Fourth the article discusses how wisdom might be nurtured in schools. It is concluded that it might be worthwhile for schools to emphasize the development of wisdom.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 July 2007
          : 5
          : 2
          : 143-158
          Article
          1474-8460(20070701)5:2L.143;1- s5.phd /ioep/clre/2007/00000005/00000002/art00005
          10.1080/14748460701440830
          Product
          Categories
          Articles

          Comments

          Comment on this article

          London Review of Education
          Volume 5, Issue 2

          Similar content 169

          Cited by 2