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==2/3 FEB==
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==9/10 FEB==
  
===Birren and Svensson, Wisdom in History (2005)===
+
===Baltes & Smith, "Toward a Psychology of Wisdom and its Ontegenesis" 1990===
  
:*2005 -- Wisdom in History -- This article gives us a broader historical perspective than earlier ones, but also a good summary of the paths taken by researchers (14-29).  
+
:*Motivations for the Berlin Paradigm's research:
 +
::*study of peak performance,
 +
::*positive aspects of aging,
 +
::*work on intelligence that reflects a concern with context and life pragmatics, Baltes & Smith p. 87
  
:*1st historical treatment (in the course)that hits on the Enlightenment and Scientific Revolution.   
+
:*Point on method in discussion of problem of giving a scientific treatment of wisdom, p. 89Wittgenstein quote. Baltes acknowledges that there are limits and differences in studying wisdom, for example, need to compare results with lived experience of wisdom.  Not typical in science.   
::*Connects with ancients on relation between knowledge and wisdom.
 
::*Uncertainty: maybe wisdom is required where there is uncertaintyKnowledge reduces uncertaintyWhat follows?
 
  
::*Compare the following two hypotheses:
+
:*Fundamental assumption #1: Wisdom is an "expert knowledge system"
:::*1. Wisdom disappears after the Scientific Revolution because we know a lot more now about how to live(post renaissance, Bacon might have thought wisdom one of the "idols of the tribe")
+
:*Fundamental assumption:#2: A dual-process model of intelligence (Mechanics / Pragmatics) is most relevant to understanding wisdom.
:::*2. Wisdom disappears after the Scientific Revolution because scientific culture downplays the problem of finding "precepts for living" (We've talked about this already, but perhaps there are second thoughts.)
+
::*Focus on p. 94 figure 5.1. Mechanics of intelligence decline, but pragmatics increase over time.   
 +
:*Fundamental assumption #3: Wisdom is about life pragmatics, understood as life planning, management, review.  
  
:*New detail on Socratic wisdom:  Socrates' mantra: No man (or woman) errs willingly.
+
*Wisdom defined as "expert knowledge involving good judgement and advice in the domain, fundamental pragmatics of life" 95
:*Discussion of Plato: repeats a version of Laouvie-Vief's thesis: note p. 5
 
:*Note Aristotle paragraph at bot of 5. 
 
  
:*What follows from the way wisdom can move from secular to religious culture so easily?
+
:*The '''"Baltes Five"''' Criteria Construct for Wisdom:
:*Recurrent theme in historical discussion: models of wisdom that involve transcendence or paradigm shift (Greek, Judaic, Christian, Islamic culture, , vs. models that remain "immanent" in daily life (Confucian, Hellenistic, some biblical sources, Aristotlean, contemporary secular (post renaissance/enlightenment)
 
  
:*Wisdom in the psychological sciences
+
::*Rich factual knowledge: accumulation of knowledge which facilitates predictive ability to see how relationships, causes, and meanings will interact in a situation. "a representation of the expected sequential flow of events in a particular situation"  (both general: knowing how people work, for example; and specific: knowing how a particular person might respond or think about something; how a particular life problem tends to go...
::*Not really a central topic immediately.  Not susceptible to rigorous definition or a bottom up approach (though now we'll see that in Hall's reporting, in the day (pre-80s), this was harder to see. So you have to have really good vision (like William James and John Dewey) to see it). Also, Erikson, Jung.
 
  
::*Definitions of wisdom present in Sternberg. table on 16-18Look at Baltes and Smith.  Note how the relative weight cognitive capacities changes across the definitions.  Can you notice tensions between particular definitions. Page through the brief discussion of research projects, p. 16-25.
+
::*Rich procedural knowledge: accumulation of knowledge which facilitates understanding of strategies of problem solving, advice seeking. "A repertoire of mental procedures." (This would include characteristic bias and ways that knowledge seeking goes wrong.)
  
::*Discuss "meta-cognitive" dimension of wisdom. (17)
+
::*Life span contextualism: understanding a problem in awareness of it's place in the life span.
::*Wisdom and age (19)
 
  
:*First characterization of Berlin Wisdom Paradigm: also Hall 49.  Note method, model included historical study. criticisms (note positive aspect here). Ardelt trajectory (Hall)
+
::*Relativism: Understanding and taking into account the range of values, goals, and priorities that specific human lives embody.
:*Sternberg's direction: relation of wisdom to intelligence and creativity (note on method here: use of constructs.)
 
:*Taranto: focus on human limitation.
 
:*Kramer: organismic. cognition/affect. five functions.
 
:*McKee and Barber: "seeing through illusion"
 
:*Meacham: fallibility of knowledge.  balance of positivity/doubt.
 
:*Chandler and Holliday: most well developed construct after Baltes. (23)
 
  
===Hall, Wisdom, Chapter 3 "Heart and Mind"===
+
::*Uncertainty: awareness of limits of knowledge in general and in particular factual cases.  but also "strategies for managing and dealing with uncertainty" 103.
  
:*Note that Hall is telling something of the "sociology of knowledge" about the rise of wisdom research.
+
:*Two sets of predictions:
:*Vivian Clayton -- reflects on family member's traits.  poses question of meaning of wisdom and relation to age.  Follow statement on p. 43. Compare to Gisela.  Also, note from the end of the chapter about her story.  Choice, seeing wisdom easier than doing it.
+
::*Wisdom has a culturally accessible and commonly held meaning
 +
::*Ontogenesis of wisdom in general, specific, and modifying factors (Fig 5.2)
  
:*Erikson -- idea of wisdom as end stage "8" of process of self-realization. (really more "rationalist psychology")
+
:*Research on everyday concepts of wisdom (106)
::*Interesting hypothesis in face of growth of knowledge in gerontology about decay of faculties. Correction to last week's
+
::*Implicit theories (Holiday and Chandler)
:*Hall's account of Genesis myth as also about acquiring "original wisdom"  -- wisdom as the price of seeing things clearly.  wisdom as necessarily acquired through transgression vs. living within limits.  also "dark wisdom".
+
::*Sworka - good character increasing associated with wisdom by older test subjects
:*Baltes, Smith, Staudinger, Kunzemann.  -- Berlin Wisdom Paradigm -- brief overview, 49ff.  Note how he derived his construct and method of research.  +96
+
:*Research on wisdom as expert knowledge (108)
:*Early critics: Carstensen and Ardelt -- felt Baltes Wisdom Paradigm (BWP) didn't focus enough on emotion.
+
::*follow preliminary findings 110
  
===Hall, Chapter 4, "Emotional Regulation"===
 
  
:*Emotional regulation as a compensating strength of aging.
+
===Think Aloud Exercise===
  
:*"Carstensen and her colleagues have proposed that successful emotional regulation is tightly connected to a persons sense of time—usually, but not always, time as it is reflected by one's age and stage of life. "According to our theory, this isn't a quality of aging per se, but of time horizons," she explained. "When your time perspective shortens, as it does when you come closer to the ends of things, you tend to focus on emotionally meaningful goals. "  63
+
:[[Tuesday Wisdom Think Aloud Scenarios]]
 +
:[[Wednesday Wisdom Think Aloud Scenarios]]
  
:*socioemotional selectivity theory (Cartensen's)  - How can the benefits of this view become available to the young?
+
===Baltes & Freund, "Wisdom as Meta-Heuristic and SOC" 2002===
  
:Emotional Resilience: *Job's emotional resilience. Is it patience or resilience?  What is the diff?
+
:*Sophia vs. Phronesis (one more time)
  
:*problem in history of philosophy -- downplaying of emotion.  But then Hume, and James' "What is an Emotion?"
+
:*Selection, Optimization, and Compensation is a collection of behavioral strategies for managing life pragmatics.
  
:*Gross: "reappraisal" and "reflection" as techniques of emotional regulation. vs. rumination 66.   note mechanism suggested for each(Note connection to therapeutic writingPossible topic for short research.) Notice this way of thinking suggests that emotional regulation is trainable.
+
:*Note definition of wisdom p. 251:  strategies for peak or optimal functioning. but must be normativeNeed to actually know something about what is really important in human flourishing to produce wisdom  Baltes & Coare siding with the traditions of philosophy and religion on this oneWisdom is normative.
  
:*Cartensens' research in assisted living homes.  counterintuitive answers. (67) "time horizon" theory. Implications.   
+
:*Good review of Baltes (Berlin) Paradigm:  note detail on "recognition and management of uncertainty" p. 253The "Socrates criterion"
  
:*Carstensen on the paradigmatic tasks of the young: "knowledge trajectory" (70); "collectors" 71,
+
:*Wisdom as Meta-heuristic.  Definition p. 255. "a heuristic can be defined as a "useful shortcut, an approximation, or a rule of thumb for guiding search" "If wisdom as a meta-heuristic operates effectively, the expectation is that its use creates the cognitive and motivational foundation from which well-being can be achieved. In this sense, wisdom can be seen as the embodiment of the best subjective belief about laws of life that a culture has to offer and that individuals under favorable conditions are able to acquire."
  
:*71: neuroscience on learning from loss; affect forecasting; young as steep "discounters"; greater appetite for risk, less for ambiguity.
+
'''Quick exercise:'''  identify contemporary meta-heuristics in your experience
  
:*73: emotional resilience in Davidson's longitudinal neuroscience research: correlation of emotional regulation and brain patternGabrielli studies on young amygdalas.  Gross on male/female emotional processing.
+
:*SOC -- a heuristic for delineating, pursuing, and reviewing goals(It's a heuristic for life management, so relevant to the Baltes paradigm)
  
:*positive illusion (optimism bias) (compare to Seneca's advice
+
::*Selection -- of goals -- can be either elective selection or loss selection.  Deliberate, articulate...  approach vs. avoidance goals. gloss on loss aversion research. 
  
:*"Grandparent hypothesis"
+
::*Optimization -- of means.  "Acquire and invest" - sub-skills like "monitoring between actual and desired state"  - ability to delay gratification '''(Mischel [https://www.youtube.com/watch?v=IQzM8jRpoh4])''' - note practicum skills here!
  
:*'''Concluding Group Discussion''': Is emotional regulation something that a young person could use to mimic the emotional regulative experience of older people? Is such a goal possible, desirable?
+
::*Compensation -- response to loss of means. Response to events. from getting glasses and hearing aid to giving up goals like golf or running.  but also giving up developmentally inappropriate goals (throughout the life span)
  
===Wisdom Observations #2===
+
:*Proverbs as heuristics -- study found that SOC strategies were selected more often and faster than non-SOC strategies. Proverbs can be associated with S, O, or C.
  
====1====
+
:*Study showing SOC associated with "positive functioning"  (NOTE:  This relates to the "hard problem" of wisdom.  Figuring out whether wisdom really "works".)  p. 264, read par.
  
:*"(1) My roommate had a big paper due for her nursing class yesterday, but we had a few birthday parties this past weekend. I saw wisdom in my roommate’s decision to skip some of the weekend’s festivities to get her paper done, instead of saving it until Sunday night. I think she made a good choice in her decision to put school first, and she exhibited a good amount of wisdom.
+
:*Rubenstein quote at 265.  Brim's "My Father's Window Box"
  
:*(2) I had a tough decision to make over the weekend, and as I was problem-solving with my mom, she showed strong wisdom in the advice she gave me. I respect my mom’s advice for my situation, and the suggestions she gave me were very wise and had my best interests in mind."
+
===Kunzman and Baltes, "The Psychology of Wisdom: Theoretical and Practical Challenges"===
  
  
====2====
+
:*Challenges:
 +
::# defining wisdom in a way that separates it from other human excellences.
 +
::# formulating a definition of wisdom that can be empirically investigated.
  
:*Places I've seen wisdom:
+
:*Distinction between implicit and explicit (112).  
::*-In my jazz class, my jazz professor decided on the first day that he was no longer going to use a textbook or traditional teaching methods to teach the course; instead, he wanted to focus entirely on listening and the music in order to teach jazz. He said he believed the music should be felt and this could only be gained through listening and experience.
 
::*I have a good friend who played soccer on a few teams up to high school. She was one of the best players and by her junior year she started getting offers from a few large colleges who began competing over her. She was offered a full ride to Nevada and was planning on going there. In one of the final games of her senior high school season she tore her ACL for the third time in her left knee. It was heartbreaking and she had to decide what to do. She made the hard decision to stop playing soccer forever and to give up the sport she loved. Now she is a junior engineer at GU and excelling in many ways.  
 
  
====3====
+
:*Three types of wisdom constructs:
 +
::# wisdom as aspect of personality development in later life (Erikson) - characterized by detachment from self-interest (note: not the only option)
 +
::# post-formal thinking (gisela); "Dialectical thinking derives from the insight that knowledge about self & others, and the world evolves in an everlasting process of theses, antitheses, and syntheses. From this perspective, wisdom has been described as the integration of different modes of knowing" 115
 +
::# form of intelligence and expertise (Baltes)
 +
::*Note: We'll add at least a fourth to this when we look at culture and wisdom later in the term.
  
:*"Daily experience of wisdom
+
:*clearer explanation (than Baltes and Smith) of "cognitive mechanics" vs. "cognitive pragmatics" (116)
  
::*When having coffee at a downtown location of Starbucks, a woman in a wheelchair passing by caught the attention of two female religious studies students and came in to talk to them. The students joined in conversation with her over her pet dog (which was a wooden sculpture of a dog), and after a short chat, they chose to pray over her. While the conversation was short, the eye contact they all maintained appeared to be sincere and the woman was pleased to be in conversation with the students.
+
:*"Big Picture" Review Model on p. 120.  Note how it points to further topics that we will discuss in the semester. Note on 122: at young ages, we over identify high IQ individuals as wise. (Parallel to misperception of old as wise.)
  
::*After she left, another patron came over and praised the students for their kindness and generosity to the woman.  He commented that their spontaneity inspired him.  What I thought was a moment of foolishness in choosing to walk the dog on campus in the afternoon, instead of writing this, turned out to have been a good choice.  I met a student, who after spending some time playing with my dog, told me that this meant a great deal to her today, as the day had not been going well.  I wished her well.
+
:*'''Discussion Topic''': Must wisdom be oriented toward the individual and common good? sketch arguments together briefly.
"
 
  
====4====
+
:*Empirical Results from "Think Aloud" research:
 +
::#  High scores rare.
 +
::#  Late adolescence and early adulthood is primary age window for onset of wisdom. Age doesn't predict score increases after that.
 +
::#  Development of wisdom beyond it's early onset depends upon "expertise-enhancing" factors, such as development of social/cognitive style, presence of role models, and motivational preferences such as an interest in understanding others.  Personality not predicted as a factor (note contrast to happiness research).
  
:*"There are many situations in my daily experiences in which I think wisdom is evident or in question. Last week, one of my roommates was treating the rest of our house pretty poorly. She was being very unkind, and I just tried to ignore it and let her cool off. That was foolish because I should have told her that behavior isn't okay with the rest of us instead of let her get away with it. Because the situation lasted longer than one would anticipate, I eventually felt the need to talk to her. I asked her how she was doing and tried to engage in dialogue about her actions which I felt was wise because it showed her I cared about her feelings but also let her know that she can't act that way in the future.
+
===More Constructs, or, What's still Missing...===
 
:*Another situation in the week where I was unwise, as you could guess, would be with homework. I had an assignment due for one of my classes on Monday morning at 9am. I had plenty of time to work on it, but it seemed extremely quick and easy so I put it off until Sunday night. That was stupid because there were parts to the assignment I couldn't complete. To combat that - I was wise and used my resources to complete the assignment on time.  
 
  
:*The final situation was one where I showed wisdom. My friend was having issues with his girlfriend and their relationship and I was able to put myself in her shoes and try to make the situation best for both of them. Even though it was not the easiest route, it was the best thing to do and showed wisdom on his part as well to be mature and do the right thing. "
+
:*The Baltes paradigm is impressive, but does show some limits to a scientific construct for wisdom.
 +
::*Defining what you look for and then trying to find it through a rigorous procedure. 
 +
::*Need for an empirical and countable phenomenon might be structuring the focus of the construct.
  
====5====
+
:*Some dimensions of wisdom still ahead in the course:
 
+
::*How is wisdom connected to morality?  
Last week I went to visit my grandpa. He asked me to do some of his laundry, so I did. While loading the wash machine, I noticed a plethora of notes hanging on the cabinet above. They said things like, "Add 3/4 cup of soap," "Select REGULAR wash," and "Need to turn water on because you turned it off before leaving last time." It was wise of him to first recognize his forgetfulness, and then make accommodations that would help him in the future. While leaving the notes for himself, he had to somewhat predict that his forgetfulness would limit his ability to do laundry the way it is supposed to be done. The notes help eliminate difficulty and confusion for him (that is, when I'm not there to do laundry for him)!
+
::*Is there more depth to wisdom than the Baltes paradigm finds?
 
+
::*Shouldn't we expect wisdom to change us?  Sage models imply this.
====6====
 
 
 
This weekend I was going to the basketball game with some of my friends. One of them decided she had too much homework and studying to do because she has tests this week, so she didn’t go to the game. I thought she portrayed wisdom in this decision because although she had the opportunity to go have fun and wanted to, she instead made the better, more beneficial decision of getting work done so she wasn’t as stressed for the week.
 
 
 
For the last couple of weeks my housemate has been making the wise decision of on every Sunday, making a meal schedule of what she will be making for lunches and dinners all week so that way when she goes grocery shopping, she knows exactly what to buy and doesn’t waste money on unnecessary items. I think this is wise because she then has her week planned out for her, which eliminates stress and also is not wasting money, which leaves her more money for other expenses instead.
 
 
 
My friend is worried about the amount of money she has been spending lately, so she sat down and made a budget to manage her expenses. After that, she went along with our friends while they went shopping and found a jacket that she really wanted. She ended up making the wise decision of not getting the jacket because she knew it would exceed her budget and she wouldn’t have enough money for groceries for the week.
 

Revision as of 01:27, 11 February 2016

9/10 FEB

Baltes & Smith, "Toward a Psychology of Wisdom and its Ontegenesis" 1990

  • Motivations for the Berlin Paradigm's research:
  • study of peak performance,
  • positive aspects of aging,
  • work on intelligence that reflects a concern with context and life pragmatics, Baltes & Smith p. 87
  • Point on method in discussion of problem of giving a scientific treatment of wisdom, p. 89. Wittgenstein quote. Baltes acknowledges that there are limits and differences in studying wisdom, for example, need to compare results with lived experience of wisdom. Not typical in science.
  • Fundamental assumption #1: Wisdom is an "expert knowledge system"
  • Fundamental assumption:#2: A dual-process model of intelligence (Mechanics / Pragmatics) is most relevant to understanding wisdom.
  • Focus on p. 94 figure 5.1. Mechanics of intelligence decline, but pragmatics increase over time.
  • Fundamental assumption #3: Wisdom is about life pragmatics, understood as life planning, management, review.
  • Wisdom defined as "expert knowledge involving good judgement and advice in the domain, fundamental pragmatics of life" 95
  • The "Baltes Five" Criteria Construct for Wisdom:
  • Rich factual knowledge: accumulation of knowledge which facilitates predictive ability to see how relationships, causes, and meanings will interact in a situation. "a representation of the expected sequential flow of events in a particular situation" (both general: knowing how people work, for example; and specific: knowing how a particular person might respond or think about something; how a particular life problem tends to go...
  • Rich procedural knowledge: accumulation of knowledge which facilitates understanding of strategies of problem solving, advice seeking. "A repertoire of mental procedures." (This would include characteristic bias and ways that knowledge seeking goes wrong.)
  • Life span contextualism: understanding a problem in awareness of it's place in the life span.
  • Relativism: Understanding and taking into account the range of values, goals, and priorities that specific human lives embody.
  • Uncertainty: awareness of limits of knowledge in general and in particular factual cases. but also "strategies for managing and dealing with uncertainty" 103.
  • Two sets of predictions:
  • Wisdom has a culturally accessible and commonly held meaning
  • Ontogenesis of wisdom in general, specific, and modifying factors (Fig 5.2)
  • Research on everyday concepts of wisdom (106)
  • Implicit theories (Holiday and Chandler)
  • Sworka - good character increasing associated with wisdom by older test subjects
  • Research on wisdom as expert knowledge (108)
  • follow preliminary findings 110


Think Aloud Exercise

Tuesday Wisdom Think Aloud Scenarios
Wednesday Wisdom Think Aloud Scenarios

Baltes & Freund, "Wisdom as Meta-Heuristic and SOC" 2002

  • Sophia vs. Phronesis (one more time)
  • Selection, Optimization, and Compensation is a collection of behavioral strategies for managing life pragmatics.
  • Note definition of wisdom p. 251: strategies for peak or optimal functioning. but must be normative. Need to actually know something about what is really important in human flourishing to produce wisdom Baltes & Co. are siding with the traditions of philosophy and religion on this one. Wisdom is normative.
  • Good review of Baltes (Berlin) Paradigm: note detail on "recognition and management of uncertainty" p. 253. The "Socrates criterion"
  • Wisdom as Meta-heuristic. Definition p. 255. "a heuristic can be defined as a "useful shortcut, an approximation, or a rule of thumb for guiding search" "If wisdom as a meta-heuristic operates effectively, the expectation is that its use creates the cognitive and motivational foundation from which well-being can be achieved. In this sense, wisdom can be seen as the embodiment of the best subjective belief about laws of life that a culture has to offer and that individuals under favorable conditions are able to acquire."

Quick exercise: identify contemporary meta-heuristics in your experience

  • SOC -- a heuristic for delineating, pursuing, and reviewing goals. (It's a heuristic for life management, so relevant to the Baltes paradigm)
  • Selection -- of goals -- can be either elective selection or loss selection. Deliberate, articulate... approach vs. avoidance goals. gloss on loss aversion research.
  • Optimization -- of means. "Acquire and invest" - sub-skills like "monitoring between actual and desired state" - ability to delay gratification (Mischel [1]) - note practicum skills here!
  • Compensation -- response to loss of means. Response to events. from getting glasses and hearing aid to giving up goals like golf or running. but also giving up developmentally inappropriate goals (throughout the life span)
  • Proverbs as heuristics -- study found that SOC strategies were selected more often and faster than non-SOC strategies. Proverbs can be associated with S, O, or C.
  • Study showing SOC associated with "positive functioning" (NOTE: This relates to the "hard problem" of wisdom. Figuring out whether wisdom really "works".) p. 264, read par.
  • Rubenstein quote at 265. Brim's "My Father's Window Box"

Kunzman and Baltes, "The Psychology of Wisdom: Theoretical and Practical Challenges"

  • Challenges:
  1. defining wisdom in a way that separates it from other human excellences.
  2. formulating a definition of wisdom that can be empirically investigated.
  • Distinction between implicit and explicit (112).
  • Three types of wisdom constructs:
  1. wisdom as aspect of personality development in later life (Erikson) - characterized by detachment from self-interest (note: not the only option)
  2. post-formal thinking (gisela); "Dialectical thinking derives from the insight that knowledge about self & others, and the world evolves in an everlasting process of theses, antitheses, and syntheses. From this perspective, wisdom has been described as the integration of different modes of knowing" 115
  3. form of intelligence and expertise (Baltes)
  • Note: We'll add at least a fourth to this when we look at culture and wisdom later in the term.
  • clearer explanation (than Baltes and Smith) of "cognitive mechanics" vs. "cognitive pragmatics" (116)
  • "Big Picture" Review Model on p. 120. Note how it points to further topics that we will discuss in the semester. Note on 122: at young ages, we over identify high IQ individuals as wise. (Parallel to misperception of old as wise.)
  • Discussion Topic: Must wisdom be oriented toward the individual and common good? sketch arguments together briefly.
  • Empirical Results from "Think Aloud" research:
  1. High scores rare.
  2. Late adolescence and early adulthood is primary age window for onset of wisdom. Age doesn't predict score increases after that.
  3. Development of wisdom beyond it's early onset depends upon "expertise-enhancing" factors, such as development of social/cognitive style, presence of role models, and motivational preferences such as an interest in understanding others. Personality not predicted as a factor (note contrast to happiness research).

More Constructs, or, What's still Missing...

  • The Baltes paradigm is impressive, but does show some limits to a scientific construct for wisdom.
  • Defining what you look for and then trying to find it through a rigorous procedure.
  • Need for an empirical and countable phenomenon might be structuring the focus of the construct.
  • Some dimensions of wisdom still ahead in the course:
  • How is wisdom connected to morality?
  • Is there more depth to wisdom than the Baltes paradigm finds?
  • Shouldn't we expect wisdom to change us? Sage models imply this.