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  1. Educating for Virtue: How Wisdom Coordinates Informal, Non-Formal and Formal Education in Motivation to Virtue in Canada and South Korea.Zhe Feng, Monika Ardelt, Hyeyoung Bang & Michel Ferrari - 2019 - Journal of Moral Education 48 (1):47-64.
    ABSTRACTHow do different forms of education contribute to value preferences? Clearly, informal education through personal experiences that shape one’s sense of identity and frame cultural expectations and opportunities, non-formal education through religious traditions and formal state-mandated education all contribute to value preferences in culturally-specific ways. However, wisdom should allow people to coordinate culturally-specific education in ways that promote prosocial values. Our study considered the relative strength of four value-orientations from Schwartz’s Personal Values Questionnaire and of 15 core virtues among 189 (...)
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  • Can Wisdom and Psychosocial Growth Be Learned in University Courses?Monika Ardelt - 2020 - Journal of Moral Education 49 (1):30-45.
    ABSTRACTThis study explored whether three-dimensional wisdom and psychosocial growth, defined as increases in psychological well-being, spirituality, and death acceptance, can be learned in university courses. Specifically, the study examined whether courses that tried to engage the whole person rather than only the intellect and/or courses that included a service learning component fostered greater wisdom and psychosocial growth than regular sociology or religion courses. Results of repeated measure MANOVAs showed that, on average, the 165 students who were enrolled in 12 growth (...)
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  • Common Process Demands of Two Complex Dynamic Control Tasks: Transfer Is Mediated by Comprehensive Strategies.Wolfgang Schoppek & Andreas Fischer - 2017 - Frontiers in Psychology 8.
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  • The Multiple Faces of Complex Problems: A Model of Problem Solving Competency and its Implications for Training and Assessment.Andreas Fischer & Jonas C. Neubert - 2015 - Journal of Dynamic Decision Making 1 (1).
    In this paper, we present a competency model for complex problem solving by building on the categories of Knowledge, Skills, Abilities, and Other components. We highlight domain-general and domain-specific components in each of these categories, review established conceptualizations of CPS, and present a new model of CPS competency that is meant to provide a starting point for systematic research on training and assessment. The model highlights the idea that complex problems differ with regard to the KSAO components they demand from (...)
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