Yang Shih-Ying
National Chi Nan University, 1 University Rd., Puli, Nantou, 54561 Taiwan.
J Adult Dev. 2017;24(4):227-238. doi: 10.1007/s10804-017-9261-1. Epub 2017 Apr 9.
This study explores the various relations between two important processes in life-span development: wisdom and learning from significant life experience. A diverse sample of 375 individuals from Taiwan, culled from an initial sample of 475, completed a sequence of three questionnaires that asked them to describe their most significant life learning, the wisdom they had displayed, and the relation between the two. The 375 participants specified one of five relations: (a) their most significant life learning led to their display of wisdom ( = 191, 51%); (b) the two were unrelated ( = 91, 24%); (c) their display of wisdom led to their most significant life learning ( = 67, 18%); (d) the wisdom displayed was part of their most significant life learning ( = 20, 5%); (e) their most significant life learning was part of the wisdom they displayed ( = 6, 2%). These results suggest that wisdom and significant life learning are seen as related in various ways. The findings shed light on how wisdom and the learning acquired from significant life experiences foster individual development.
智慧与从重大生活经历中学习。从最初的475名台湾个体样本中筛选出375名不同类型的个体，他们完成了一系列三份问卷，这些问卷要求他们描述自己最重要的生活学习、所展现的智慧以及两者之间的关系。375名参与者明确了五种关系中的一种：(a) 他们最重要的生活学习促成了他们智慧的展现（n = 191，51%）；(b) 两者无关（n = 91，24%）；(c) 他们智慧的展现促成了他们最重要的生活学习（n = 67，18%）；(d) 所展现的智慧是他们最重要的生活学习的一部分（n = 20，5%）；(e) 他们最重要的生活学习是他们所展现的智慧的一部分（n = 6，2%）。这些结果表明，智慧与重大生活学习被视为以各种方式相互关联。这些发现揭示了智慧以及从重大生活经历中获得的学习如何促进个体发展。
