Transcript of Ch.

10: The Balance Theory of Wisdom

CH. 10: THE BALANCE THEORY OF WISDOM Successful intelligence, creativity, and ta
ctic knowledge are the bases for wisdom. The Balance Theory A balance among intr
apersonal, interpersonal, and extrapersonal interests
Over short and long term to achieve a common good
Involves a balance of adaptation and shaping to new environments Flow Chart p. 1
34 successful Intelligence balance of interpersonal, intrapersonal, & extraperso
nal interests balance of responses to environmental context including shaping, a
daptation, & selection of environment The GOAL = THE COMMON GOOD Definitions int
rapersonal- desire to enhance one's knowledge or power interpersonal- enhance ot
her's knowledge or power extrapersonal- contributing to the welfare of the commu
nity TO BE WISE, ONE MUST KNOW WHAT ONE KNOWS, KNOW WHAT ONE DOES NOT KNOW, KNOW
WHAT CAN BE KNOWN, AND KNOW WHAT CANNOT BE KNOWN AT A GIVEN TIME OR PLACE. Proc
esses of Wisdom a.) recognizing the existence of a problem b.) defining the natu
re of the problem c.) representing info. about the problem d.) formulating a str
ategy for solving the problem e.) allocating resources to the solution of a prob
lem f.) monitoring one's solution g.) evaluating feedback regarding the solution
How Wisdom is Acquired 1. selectively encoding new info.
2. selectively comparing new info. to old info.
3. combining info. to make it "fit" a new situation. Being Wise Involves "Tactic
" Knowledge knowing when, where, and how to apply your knowledge
knowing to whom and where to apply the knowledge
why to apply the knowledge! Example Nelson Mandela = Wise
he was intelligent, but knew how, when, where, & why to apply his knowledge
looked out for greater good
knew country's background
made decision and followed through in unifying his country Non-Example Hitler =
Not Wise
academically intelligent
practically intelligent
no sense of greater good or environmental implications What Affects the Balance
Processes of Wisdom 1. Goals- deciding what is best for all concerned
2. Environment- to adapt, shape, or leave entirely
3. Balance of Interests- yours, mine, ours
4. Balance of Short & Long Term- implications for present & future
5. Acquiring Tactic Knowledge- life experience, background
6. Using Tactic Knowledge- implementation & compromise
7. Basis of Values- differs by cultural context Relating Wisdom to Other Skills
Wisdom is related to other psychological constructs but not identical to any of
them
wisdom requires knowledge- most importantly tactic knowledge based on experience
wisdom requires creative thinking- outside the norm
wisdom requires analytical thinking- not academic, but the knowledge of real-wor
ld problems
wisdom requires metacognition- thinking about one's own thinking To Be Wise... O
ne has to define problems, formulate strategies, and allocate resources
Same as in all areas of problem solving
BUT, being wise means balancing different types of interests to achieve a COMMON
GOOD Why Wisdom Should be Taught in Schools improve our quality of life & condu
ct
improves decision-making
teach understanding of the human race
teach understanding of life's circumstances
sheer knowledge does not create wisdom, satisfaction, or happiness Principles of
Teaching Wisdom Procedures for Teaching Wisdom Conclusion 1. Explore with stude
nts that conventional abilities & achievements are not enough for a satisfying l

ife
2. Demonstrate how wisdom and wise decisions are beneficial
3. Teach the usefulness of interdependence.
4. Be a wise role model.
5. Have students read about wise judgements and decision-making.
6. Help students recognize their own interests and those of others.
7. Help students maintain a balance of their interests and other's.
8. Teach students that the "means" are just as important as the end.
9. Help students learn the roles of adaptation, shaping, and selection.
10. Encourage students to form and integrate their own values.
11. Encourage students to realize that their questions, answers, and knowledge l
evels evolve over time.
12. Show students the importance of thinking from multiple points of view.
13. Teach students to search for and try to reach the common good.
14. Encourage and reward wisdom.
15. Teach students to monitor events in their lives and their own thought proces
ses.
16. Help students understand the importance of protecting oneself against the pr
essures of self-interest and small group pressures. Have students read classic w
orks of literature and philosopohy
Assign class projects, essays, & class discussions.
Analyze truth and values in society as we know it
Emphasize critical, creative, and analytical thinking that focuses on a "good en
ds"
Be an active role model
Teach History form different points of view.
Teach Science as theory.
Analyze Literature based on the time and place in which it was written.
Teach Foreign Languages in cultural context.
Integrate Curriculum!
Integrate within that curriculum (Example: Studies of the Brain are based on bio
logical, cognitive, developmental, social, and clinical knowledge). Wisdom is no
t currently taught in schools.
many people do not see the value in it
too concerned with test scores & measurable data
more difficult to develop in children, but more important What do we wish to max
imize through our schooling?
Is it just knowledge?
Is it just intelligence?
Or, is it also wisdom? Source
Fischer, K. & M. H. Immordino-Yang. The Jossey-Bass reader on the brain and lear
ning. (2008). San Francisco, California: John Wiley & Sons, Inc. Has Wisdom Need
s Wisdom