Wisdom across the ages and its modern day relevance

Mitchell, Leander. K. and Knight, Bob. G. and Pachana, Nancy. A. (2017) Wisdom across the ages and its modern day relevance. International Psychogeriatrics, 29 (8). pp. 1231-1234. ISSN 1041-6102

Abstract

Wisdom is derived (in modern language terms) from the Old English words wis (“of a certainty, for certain”; “Wisdom,” 2015) and dóm (“statute, judgment, jurisdiction”; “Wisdom,” 2015); wisdom is, at its broadest, defined as the “Capacity of judging rightly in matters relating to life and conduct; soundness of judgement in the choice of means and ends; sometimes less strictly, sound sense, esp. in practical affairs” (“Wisdom,” 2015). As a concept, wisdom has been acknowledged within our history since the time of the Sumerians (and estimated to have originated in around 2,500 BCE). However, in modern times, the relevance of the traditional wise person is less clear. Nonetheless, wisdom research has been on the rise since it emerged as a focus of researchers in the 1970’s, and a part of that research focus has been to explore the significance of wisdom and its relevance in the current day (particularly with regards to how it is measured across cultures).


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling
Date Deposited: 19 Oct 2017 02:59
Last Modified: 19 Oct 2017 02:59
Uncontrolled Keywords: psychology, clinical; geriatrics and gerontology; gerontology; psychiatry; psychology
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
17 Psychology and Cognitive Sciences > 1701 Psychology > 170113 Social and Community Psychology
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: 10.1017/S1041610217000783
URI: http://eprints.usq.edu.au/id/eprint/32180

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