A Qualitative Inquiry of Wisdom Development: Educators' Perspectives

Li‐Ming Chen · Pi‐Ju Wu · Ying‐Yao Cheng · Hsiu-I Hsueh

24 citations0/0 files storedThe International Journal of Aging and Human Development

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Aging and Gerontology Research Adult and Continuing Education Topics Ego Development and Educational Practices

Abstract

This study draws on the perspectives of educators to explore the factors and processes underlying wisdom development. We interviewed 25 wise Taiwanese nominees and used a grounded theory method to analyze the qualitative data. The wise nominees mentioned eight facilitative factors, including work experiences, life experiences, social interactions, observations, family teachings, professional development, religion, and reading. The process of wisdom development involves facilitative conditions, inner assimilation and adjustment, transformations of actual actions, and feedback from the results of actions. Findings are discussed in relation to relevant theory and research.

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References

1985Naturalistic inquiry 1998Basics of qualitative research : techniques and procedures for developing grounded theory 1990Qualitative evaluation and research methods 1990Qualitative evaluation and research methods 1986Qualitative Data Analysis: A Sourcebook of New Methods 2001Handbook of Positive Psychology 1990Qualitative evaluation and research methods, 2nd ed.2004The Delphi method as a research tool: an example, design considerations and applications

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2019Educating for Wisdom 2021An exploration of the role of coach training in developing self-awareness: a mixed methods study 2022Exploring the role of self‐awareness in coach development: A grounded theory study 2019Cultural Differences in Wisdom and Conceptions of Wisdom 2014Educators' implicit perspectives on wisdom: A comparison between interpersonal and intrapersonal perspectives 2023Social Support, Religiosity, Wisdom and Well-Being Among Older Adults in Indonesia

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