Efforts to educate for wisdom are sorely needed in order to solve humanity’s most pressing problems, as explained by philosopher Nicholas Maxwell and psychologist Robert Sternberg, among others. This paper explains that the handful of wisdom pedagogies that have been put forward to date, however, are inadequate for developing the sort of wisdom that can solve our major problems, because they fail to identify and target for development four cognitive functions necessary for wise decision-making. These functions are causal analysis, prospection, social cognition, and metacognition. I show how adequately performing these cognitive functions, which constitute the core of systems thinking, is necessary for solving our most serious global problems, as various systems-thinking experts have also argued. Drawing on recent research on learning and the development of expertise, I explain how the capabilities to perform these functions can be developed by pedagogical methods that help students construct more adequate cognitive models of (i) natural, social, and psychological systems of cause and effect and (ii) the cognitive procedures required to comprehend and effectively intervene in these systems. The basic principles for implementing this wisdom/systems-thinking pedagogy across academic disciplines are explained, and examples from different disciplines are provided.

中文翻译：

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智慧教学法的基础：发展跨大学学科的系统思维

正如哲学家尼古拉斯·麦克斯韦 (Nicholas Maxwell) 和心理学家罗伯特·斯腾伯格 (Robert Sternberg) 等人所解释的那样，为了解决人类最紧迫的问题，迫切需要进行智慧教育。这篇论文解释说，迄今为止提出的少数智慧教学法不足以培养能够解决我们主要问题的智慧，因为它们未能识别和瞄准发展明智决策所必需的四种认知功能。 -制作。这些功能是因果分析、展望、社会认知和元认知。我展示了充分执行这些构成系统思维核心的认知功能对于解决我们最严重的全球问题是多么必要，正如各种系统思维专家也争论的那样。借鉴最近关于学习和专业知识发展的研究，我解释了如何通过教学方法开发执行这些功能的能力，帮助学生构建更充分的 (i) 自然、社会和心理因果系统的认知模型(ii) 理解和有效干预这些系统所需的认知程序。解释了跨学科实施这种智慧/系统思维教学法的基本原则，并提供了来自不同学科的示例。和心理因果系统，以及 (ii) 理解和有效干预这些系统所需的认知程序。解释了跨学科实施这种智慧/系统思维教学法的基本原则，并提供了来自不同学科的示例。和心理因果系统，以及 (ii) 理解和有效干预这些系统所需的认知程序。解释了跨学科实施这种智慧/系统思维教学法的基本原则，并提供了来自不同学科的示例。