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

Authors:
Li‐Ming Chen, Ying‐Yao Cheng, Pi‐Ju Wu, Hsiu‐I Hsueh
Published Online:
17 Feb 2014
DOI:
10.1002/ijop.12045
Pages:
425–433
Volume/Issue No:
Volume 49 Issue 6

Additional Options

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.

© 2014 International Union of Psychological Science