Core team: Päivi Tynjälä (WP leader), Stephen Billett, Hannu Heikkinen, Eeva K. Kallio, Maija Lähteenkorva, Niina Mykrä and Anu Virtanen
The aim of this work package is to examine how university students’ wisdom development can be promoted in higher education. For this purpose, four empirical studies are going on different fields:
1) Teacher Education: Socratic Dialogue for Developing Wisdom
This action research project aims at applying and developing Socratic dialogue for teaching wisdom in primary school teacher education. Through this method, students seek to identify and resolve ethical dilemmas in the everyday practice of teaching. The starting point for the dialogue are the students' own experiences of ethical dilemmas. These experiences are explored through both independent tasks and group dialogue exercises. Research data includes student responses to written assignments, self-assessment and focus group interview responses. The data is used to examine students' experiences of their own learning during the course.
2) Business Education: Students’ Experiences of B Impact Lab Course from the Perspective of Wisdom
This study explores how practice-integrated learning supports the development of wisdom in sustainable management learning. Utilising reflective learning diaries and qualitative surveys, the study assesses students' experiences related to wisdom and how they manifest themselves during the B Impact Lab course. The findings will connect the development of wisdom to the broader discussion on the practical implementation of transformative sustainability learning in business schools.
3) Several disciplines: Development of Attributes Related to Wisdom in Different Fields
The aim of this study is to examine what kind of pedagogical practices might be useful in nurturing attributes of wisdom in university students. First, second, and third year students are asked to answer a survey including questions about features related to wisdom and pedagogical methods used in their courses. Relationships between the pedagogical practices and the self-assessed development of attributes pertaining to wisdom will be examined by using regression analyses. The findings of the study can be used in developing teaching in higher education.
4) Several disciplines: Multi-Disciplinary “Sustainability Transitions†module from the Wisdom Point of View
This case study explores how the dimensions of wisdom manifest in the university’s sustainability curriculum development process, and how developers believe the study module, titled ‘Sustainability Transitions’ will enhance students’ wisdom during their studies. The module is designed to be multi-disciplinary, involving all faculties in the planning and implementing process. Data will be collected through team-specific focus group interviews. The interviews will focus on participants’ experiences with the development process and the various dimensions of wisdom.
