Eeva K. Kallio is Associate Adjunct Professor at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland, and the University of Tampere, Finland. She is Honorary President of ESRAD (European Society for Research in Adult Development). She leads the Wisdom and Learning team at the Institute for Educational Research, the University of Jyväskylä. She is currently involved in the project ‘Wisdom in Practice’ funded by the Research Council of Finland (2022–2026) and is the leader of its work package ‘Psychological foundations of research on wisdom’.Päivi Tynjälä is Professor of Education at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland. She has more than 30 years of experience in educational research, and she has published widely both nationally and internationally. In 2010–2014, she served as the Editor-in-Chief of the Educational Research Review. Currently, she is an editorial board member of Vocations and Learning. She leads the work package ‘Developing wisdom in higher education’ in the ‘Wisdom in Practice’ project funded by the Research Council of Finland (2022–2026).

• List of editors and contributorsAcknowledgements1. INTRODUCTIONPART I: TOWARDS A HOLISTIC WISDOM MODELEeva K. Kallio, Päivi Tynjälä, Elina Paananen, Anu S. Virtanen, Maarit Virolainen, Terhi Ek, Hannakaisa Isomäki and Hannu L.T. Heikkinen2. Philosophical anthropological background of the new wisdom metamodel2.1 The central role of philosophical foundations in the study of wisdom2.2 Importance of ontology in wisdom studies: Rauhala’s holistic image of the human being3. Research questions and methods of the study4. Explicit wisdom models and metamodels in psychology4.1 Individual wisdom models4.2 Psychological metamodels4.2.1 Jeste’s San Diego Model (SDW)4.2.2 Grossmann’s Common Wisdom Model (CWM)4.2.3 Karami’s Polyhedron Model (PWM)4.2.4 Glück’s Integrative Wisdom Model (IWM)4.3 Holistic Wisdom Model (HWM)4.4 Dimensions of the HWM4.4.1 Cognitive dimension: deep understanding4.4.2 Affective-social dimension: deep caring4.4.3 Ethical-existential dimension: ethical vision4.4.4 Action dimension: ethical action4.4.5 Subject/Person (SP) as a core coordinative element5. Justification of the HWM: critique of former wisdom models and metamodelsPART II: PEDAGOGICAL PRACTICES FOR NURTURING WISDOM IN EDUCATIONAL CONTEXTSPäivi Tynjälä, Eeva K. Kallio, Elina Paananen, Maarit Virolainen, Anu S. Virtanen, Terhi Ek and Hannu L.T. Heikkinen6. Pedagogical practices for nurturing wisdom in educational contexts6.1 Introduction6.2 Findings: pedagogical methods and practices nurturing wisdom6.2.1 Developing the cognitive dimension of wisdom6.2.2 Facilitating growth of the affective‑social dimension of wisdom6.2.3 Nurturing the ethical‑existential dimension of wisdom6.2.4 Developing the action dimension of wisdom7. Teaching for Wisdom Model (TWM)8. Conclusions and discussion8.1 What is wisdom?8.2 Limitations related to the HWM8.3 Conclusions regarding the HWM8.4 Can wisdom be taught?8.5 Limitations and conclusions related to wisdom pedagogyAppendixReferencesIndex

Eeva K. Kallio is Associate Adjunct Professor at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland, and the University of Tampere, Finland. She is Honorary President of ESRAD (European Society for Research in Adult Development). She leads the Wisdom and Learning team at the Institute for Educational Research, the University of Jyväskylä. She is currently involved in the project ‘Wisdom in Practice’ funded by the Research Council of Finland (2022–2026) and is the leader of its work package ‘Psychological foundations of research on wisdom’.Päivi Tynjälä is Professor of Education at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland. She has more than 30 years of experience in educational research, and she has published widely both nationally and internationally. In 2010–2014, she served as the Editor-in-Chief of the Educational Research Review. Currently, she is an editorial board member of Vocations and Learning. She leads the work package ‘Developing wisdom in higher education’ in the ‘Wisdom in Practice’ project funded by the Research Council of Finland (2022–2026).

• List of editors and contributorsAcknowledgements1. INTRODUCTIONPART I: TOWARDS A HOLISTIC WISDOM MODELEeva K. Kallio, Päivi Tynjälä, Elina Paananen, Anu S. Virtanen, Maarit Virolainen, Terhi Ek, Hannakaisa Isomäki and Hannu L.T. Heikkinen2. Philosophical anthropological background of the new wisdom metamodel2.1 The central role of philosophical foundations in the study of wisdom2.2 Importance of ontology in wisdom studies: Rauhala’s holistic image of the human being3. Research questions and methods of the study4. Explicit wisdom models and metamodels in psychology4.1 Individual wisdom models4.2 Psychological metamodels4.2.1 Jeste’s San Diego Model (SDW)4.2.2 Grossmann’s Common Wisdom Model (CWM)4.2.3 Karami’s Polyhedron Model (PWM)4.2.4 Glück’s Integrative Wisdom Model (IWM)4.3 Holistic Wisdom Model (HWM)4.4 Dimensions of the HWM4.4.1 Cognitive dimension: deep understanding4.4.2 Affective-social dimension: deep caring4.4.3 Ethical-existential dimension: ethical vision4.4.4 Action dimension: ethical action4.4.5 Subject/Person (SP) as a core coordinative element5. Justification of the HWM: critique of former wisdom models and metamodelsPART II: PEDAGOGICAL PRACTICES FOR NURTURING WISDOM IN EDUCATIONAL CONTEXTSPäivi Tynjälä, Eeva K. Kallio, Elina Paananen, Maarit Virolainen, Anu S. Virtanen, Terhi Ek and Hannu L.T. Heikkinen6. Pedagogical practices for nurturing wisdom in educational contexts6.1 Introduction6.2 Findings: pedagogical methods and practices nurturing wisdom6.2.1 Developing the cognitive dimension of wisdom6.2.2 Facilitating growth of the affective‑social dimension of wisdom6.2.3 Nurturing the ethical‑existential dimension of wisdom6.2.4 Developing the action dimension of wisdom7. Teaching for Wisdom Model (TWM)8. Conclusions and discussion8.1 What is wisdom?8.2 Limitations related to the HWM8.3 Conclusions regarding the HWM8.4 Can wisdom be taught?8.5 Limitations and conclusions related to wisdom pedagogyAppendixReferencesIndex

Eeva K. Kallio is Associate Adjunct Professor at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland, and the University of Tampere, Finland. She is Honorary President of ESRAD (European Society for Research in Adult Development). She leads the Wisdom and Learning team at the Institute for Educational Research, the University of Jyväskylä. She is currently involved in the project ‘Wisdom in Practice’ funded by the Research Council of Finland (2022–2026) and is the leader of its work package ‘Psychological foundations of research on wisdom’.Päivi Tynjälä is Professor of Education at the Finnish Institute for Educational Research, the University of Jyväskylä, Finland. She has more than 30 years of experience in educational research, and she has published widely both nationally and internationally. In 2010–2014, she served as the Editor-in-Chief of the Educational Research Review. Currently, she is an editorial board member of Vocations and Learning. She leads the work package ‘Developing wisdom in higher education’ in the ‘Wisdom in Practice’ project funded by the Research Council of Finland (2022–2026).

• List of editors and contributorsAcknowledgements1. INTRODUCTIONPART I: TOWARDS A HOLISTIC WISDOM MODELEeva K. Kallio, Päivi Tynjälä, Elina Paananen, Anu S. Virtanen, Maarit Virolainen, Terhi Ek, Hannakaisa Isomäki and Hannu L.T. Heikkinen2. Philosophical anthropological background of the new wisdom metamodel2.1 The central role of philosophical foundations in the study of wisdom2.2 Importance of ontology in wisdom studies: Rauhala’s holistic image of the human being3. Research questions and methods of the study4. Explicit wisdom models and metamodels in psychology4.1 Individual wisdom models4.2 Psychological metamodels4.2.1 Jeste’s San Diego Model (SDW)4.2.2 Grossmann’s Common Wisdom Model (CWM)4.2.3 Karami’s Polyhedron Model (PWM)4.2.4 Glück’s Integrative Wisdom Model (IWM)4.3 Holistic Wisdom Model (HWM)4.4 Dimensions of the HWM4.4.1 Cognitive dimension: deep understanding4.4.2 Affective-social dimension: deep caring4.4.3 Ethical-existential dimension: ethical vision4.4.4 Action dimension: ethical action4.4.5 Subject/Person (SP) as a core coordinative element5. Justification of the HWM: critique of former wisdom models and metamodelsPART II: PEDAGOGICAL PRACTICES FOR NURTURING WISDOM IN EDUCATIONAL CONTEXTSPäivi Tynjälä, Eeva K. Kallio, Elina Paananen, Maarit Virolainen, Anu S. Virtanen, Terhi Ek and Hannu L.T. Heikkinen6. Pedagogical practices for nurturing wisdom in educational contexts6.1 Introduction6.2 Findings: pedagogical methods and practices nurturing wisdom6.2.1 Developing the cognitive dimension of wisdom6.2.2 Facilitating growth of the affective‑social dimension of wisdom6.2.3 Nurturing the ethical‑existential dimension of wisdom6.2.4 Developing the action dimension of wisdom7. Teaching for Wisdom Model (TWM)8. Conclusions and discussion8.1 What is wisdom?8.2 Limitations related to the HWM8.3 Conclusions regarding the HWM8.4 Can wisdom be taught?8.5 Limitations and conclusions related to wisdom pedagogyAppendixReferencesIndex