Eeva K. Kallio is Associate Adjunct Professor at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland, and the University of Tampere, Finland. She is Honorary President of ESRAD (European Society for Research in Adult Development). She leads the Wisdom and Learning team at the Institute for Educational Research, the University of Jyväskylä. She is currently involved in the project 'Wisdom in Practice' funded by the Research Council of Finland (2022-2026) and is the leader of its work package 'Psychological foundations of research on wisdom'.

Päivi Tynjälä is Professor of Education at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland. She has more than 30 years of experience in educational research, and she has published widely both nationally and internationally. In 2010-2014, she served as the Editor-in-Chief of the Educational Research Review. Currently, she is an editorial board member of Vocations and Learning. She leads the work package 'Developing wisdom in higher education' in the 'Wisdom in Practice' project funded by the Research Council of Finland (2022-2026).

List of editors and contributors

Acknowledgements

1. INTRODUCTION

PART I: TOWARDS A HOLISTIC WISDOM MODEL

Eeva K. Kallio, Päivi Tynjälä, Elina Paananen, Anu S. Virtanen, Maarit Virolainen, Terhi Ek, Hannakaisa Isomäki and Hannu L.T. Heikkinen

2. Philosophical anthropological background of the new wisdom metamodel

2.1 The central role of philosophical foundations in the study of wisdom

2.2 Importance of ontology in wisdom studies: Rauhala's holistic image of the human being

3. Research questions and methods of the study

4. Explicit wisdom models and metamodels in psychology

4.1 Individual wisdom models

4.2 Psychological metamodels

4.2.1 Jeste's San Diego Model (SDW)

4.2.2 Grossmann's Common Wisdom Model (CWM)

4.2.3 Karami's Polyhedron Model (PWM)

4.2.4 Glück's Integrative Wisdom Model (IWM)

4.3 Holistic Wisdom Model (HWM)

4.4 Dimensions of the HWM

4.4.1 Cognitive dimension: deep understanding

4.4.2 Affective-social dimension: deep caring

4.4.3 Ethical-existential dimension: ethical vision

4.4.4 Action dimension: ethical action

4.4.5 Subject/Person (SP) as a core coordinative element

5. Justification of the HWM: critique of former wisdom models and metamodels

PART II: PEDAGOGICAL PRACTICES FOR NURTURING WISDOM IN EDUCATIONAL CONTEXTS

Päivi Tynjälä, Eeva K. Kallio, Elina Paananen, Maarit Virolainen, Anu S. Virtanen, Terhi Ek and Hannu L.T. Heikkinen

6. Pedagogical practices for nurturing wisdom in educational contexts

6.1 Introduction

6.2 Findings: pedagogical methods and practices nurturing wisdom

6.2.1 Developing the cognitive dimension of wisdom

6.2.2 Facilitating growth of the affective¿social dimension of wisdom

6.2.3 Nurturing the ethical¿existential dimension of wisdom

6.2.4 Developing the action dimension of wisdom

7. Teaching for Wisdom Model (TWM)

8. Conclusions and discussion

8.1 What is wisdom?

8.2 Limitations related to the HWM

8.3 Conclusions regarding the HWM

8.4 Can wisdom be taught?

8.5 Limitations and conclusions related to wisdom pedagogy

Appendix
References
Index