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Educators' implicit perspectives on wisdom: A comparison between interpersonal and intrapersonal perspectives
Author(s) -
Chen LiMing,
Cheng YingYao,
Wu PiJu,
Hsueh HsiuI
Publication year - 2014
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1002/ijop.12045
Subject(s) - intrapersonal communication , psychology , interpersonal communication , perspective (graphical) , admiration , social psychology , action (physics) , physics , quantum mechanics , artificial intelligence , computer science
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.