Lectures and presentations
Experts learning to be wiser
JYU experts related to activity:
Is presenter: Yes | ||||
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Is presenter: No |
All experts: Virolainen, Maarit; Tynjälä, Päivi;Kallio, Eeva; Heikkinen, Hannu; Pitkäranta, Ella;
Activity details
Nature of event: Scientific conference
Name of event: AMK- ja ammatillisen koulutuksen tutkimuspäivät 2024
Presentation type: Other public presentation
Start date: 07/11/2024
End date: 08/11/2024
Year: 2024
Description
Societal and Theoretical-Conceptual Background, Purpose, and Research Questions of the Study or Development Project (up to 200 words)
Solving the wicked problems of our time requires professionals from various fields to possess a strong knowledge base, practical skills, professional ethics, and collaboration to find better solutions. This kind of activity can be called wisdom. A deeper understanding of wisdom as an educational and learning phenomenon is needed to teach experts from different fields to act more wisely, both individually and together with others.
According to the Holistic Wisdom Model (HWM), wisdom is multidimensional, locally realized, and dynamic. The model is based on a critical analysis of wisdom models presented in psychological research (15) and meta-models that combine previous models (4). The HWM model identifies four dimensions of wisdom, which have both an individual-based foundation and a level related to the environment and collaboration: 1) cognitive dimension (deep understanding and integration of multiple perspectives), 2) ethical-existential dimension (values, life philosophy, and related reflection), 3) socio-affective dimension (emotions and their consideration), and 4) action aimed at the common good. The HWM model was developed by the Wisdom and Learning research group and the Wisdom in Practice project at the University of Jyväskylä (Academy of Finland’s Wisdom in Practice research project). Although the relationship between experts and wisdom has been recognized as an important research area, empirical research on experts learning to become wiser in their work has mainly been conducted in specific fields, such as business education.
The task of the study is to deepen the understanding of how experts learn to be wise and how education can be developed to support experts in learning to be wiser. The research question is: What experiences have been significant from the perspective of the Holistic Wisdom Model in experts learning to become wiser actors?
Preliminary Results and Conclusions of the Study (up to 200 words)
The presentation discusses preliminary results on how experts learn to act wisely in their work. The research data consists of structured thematic interviews. The data was collected from experts considered wise by their colleagues, who would seek their advice when needed and enjoy working with them. Interview themes included, for example: interviewees’ experiences and education, current job requirements, how they have learned to be wiser, collaboration for problem-solving, and personal value bases. The presentation utilizes interviews with twelve experts working in international roles and organizations in Finland and Switzerland, deemed wise by their colleagues. The data was qualitatively analyzed using abductive content analysis. The HWM provided the theoretical framework for the thematic analysis. The interviewees are aged 40–75.
Significance of Results and Conclusions (up to 100 words)
Preliminary results indicate that interviewees had learning experiences across all dimensions of the HWM wisdom model, although the emphasis varied according to individual experience and task field. From the cognitive dimension perspective, important aspects included: the significance of field-specific knowledge and experience for finding wise solutions, reflection on experiences, the importance of developing expertise, and perseverance. From the socio-affective dimension perspective, key aspects were recognizing and accepting emotions, the ability to remain calm in challenging situations, the desire to understand people from different backgrounds, recognizing the limitations of one’s own perspective, and leadership skills. The results highlight the interdependence and dynamic nature of the different dimensions of wisdom in expert activities. Based on the results, it is possible to better identify areas of wisdom that need to be developed in the education of future professionals.
Keywords: 1-6 (see https://finto.fi/fi/)
wisdom, expertise, higher education, collaboration, content analysis
Solving the wicked problems of our time requires professionals from various fields to possess a strong knowledge base, practical skills, professional ethics, and collaboration to find better solutions. This kind of activity can be called wisdom. A deeper understanding of wisdom as an educational and learning phenomenon is needed to teach experts from different fields to act more wisely, both individually and together with others.
According to the Holistic Wisdom Model (HWM), wisdom is multidimensional, locally realized, and dynamic. The model is based on a critical analysis of wisdom models presented in psychological research (15) and meta-models that combine previous models (4). The HWM model identifies four dimensions of wisdom, which have both an individual-based foundation and a level related to the environment and collaboration: 1) cognitive dimension (deep understanding and integration of multiple perspectives), 2) ethical-existential dimension (values, life philosophy, and related reflection), 3) socio-affective dimension (emotions and their consideration), and 4) action aimed at the common good. The HWM model was developed by the Wisdom and Learning research group and the Wisdom in Practice project at the University of Jyväskylä (Academy of Finland’s Wisdom in Practice research project). Although the relationship between experts and wisdom has been recognized as an important research area, empirical research on experts learning to become wiser in their work has mainly been conducted in specific fields, such as business education.
The task of the study is to deepen the understanding of how experts learn to be wise and how education can be developed to support experts in learning to be wiser. The research question is: What experiences have been significant from the perspective of the Holistic Wisdom Model in experts learning to become wiser actors?
Preliminary Results and Conclusions of the Study (up to 200 words)
The presentation discusses preliminary results on how experts learn to act wisely in their work. The research data consists of structured thematic interviews. The data was collected from experts considered wise by their colleagues, who would seek their advice when needed and enjoy working with them. Interview themes included, for example: interviewees’ experiences and education, current job requirements, how they have learned to be wiser, collaboration for problem-solving, and personal value bases. The presentation utilizes interviews with twelve experts working in international roles and organizations in Finland and Switzerland, deemed wise by their colleagues. The data was qualitatively analyzed using abductive content analysis. The HWM provided the theoretical framework for the thematic analysis. The interviewees are aged 40–75.
Significance of Results and Conclusions (up to 100 words)
Preliminary results indicate that interviewees had learning experiences across all dimensions of the HWM wisdom model, although the emphasis varied according to individual experience and task field. From the cognitive dimension perspective, important aspects included: the significance of field-specific knowledge and experience for finding wise solutions, reflection on experiences, the importance of developing expertise, and perseverance. From the socio-affective dimension perspective, key aspects were recognizing and accepting emotions, the ability to remain calm in challenging situations, the desire to understand people from different backgrounds, recognizing the limitations of one’s own perspective, and leadership skills. The results highlight the interdependence and dynamic nature of the different dimensions of wisdom in expert activities. Based on the results, it is possible to better identify areas of wisdom that need to be developed in the education of future professionals.
Keywords: 1-6 (see https://finto.fi/fi/)
wisdom, expertise, higher education, collaboration, content analysis
Follow-up groups: Finnish Institute for Educational Research (Finnish Institute for Educational Research KTL) KTL; School of Resource Wisdom (University of Jyväskylä JYU) JYU.Wisdom; School of Wellbeing (University of Jyväskylä JYU) JYU.Well
Profiling areas: School of Wellbeing (University of Jyväskylä JYU) JYU.Well; School of Resource Wisdom (University of Jyväskylä JYU) JYU.Wisdom
