The Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan, R.O.C.
Int J Psychol. 2014 Dec;49(6):425-33. doi: 10.1002/ijop.12045. Epub 2014 Feb 17.
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.
本研究旨在探讨教育者对智慧的内隐观点，以便比较人际和内省观点，并帮助识别这两种理论观点之间的相似点或差异。共有 56 位来自台湾的教育者接受了单独访谈。我们采用扎根理论方法对定性数据进行分析。结果表明，人际和内省观点都集中在智慧的四个核心组成部分上：心理整合、服务于解决问题和理想实施的行动、积极的结果和反馈以及调整。人际观点涉及外部特征、钦佩和影响，而内省观点则比人际观点更详细地包含了心理整合和行动策略。最后，我们讨论了智慧如何似乎跨越不同领域，以及当前的结果如何融入学校的智慧教学。
