A Qualitative Inquiry of Wisdom Development: Educators' Perspectives

Autor/inn/en	Chen, Li-Ming; Wu, Pi-Ju; Cheng, Ying-Yao; Hsueh, Hsiu-I
Titel	A Qualitative Inquiry of Wisdom Development: Educators' Perspectives
Quelle	In: International Journal of Aging and Human Development, 72 (2011) 3, S.171-187 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-4150
Schlagwörter	Foreign Countries; Grounded Theory; Qualitative Research; Inquiry; Data Analysis; Cognitive Processes; Emotional Intelligence; Self Motivation; Social Cognition; Heuristics; Lifelong Learning; Metacognition; Cultural Context; Delphi Technique; School Personnel; Theory Practice Relationship; World Views; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Auswertung; Cognitive process; Kognitiver Prozess; Emotionale Intelligenz; Soziale Kognition; Heuristik; Life-long learning; Lebenslanges Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Delphi-Methode; Schulpersonal; Theorie-Praxis-Beziehung; World view; Weltanschauung
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. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10