Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-c4f8m Total loading time: 0 Render date: 2024-04-23T17:18:55.967Z Has data issue: false hasContentIssue false

11 - Practical Wisdom

What Aristotle Might Add to Psychology

from Part II - Conceptions of Wisdom

Published online by Cambridge University Press:  15 March 2019

Robert J. Sternberg
Affiliation:
Cornell University, New York
Judith Glück
Affiliation:
Universität Klagenfurt, Austria
Get access

Summary

Psychology has learned a good deal about the skills required for wisdom, but in the course of studying the cognitive and affective components of wise judgment, it has largely neglected the moral dimensions of wisdom. In his classic work on “practical wisdom,” Nicomachean Ethics, Aristotle places moral will at the center of his discussion, and points out how skill divorced from will – divorced from virtue and character – can create knavish individuals who will mold institutions that corrupt human character. In this chapter, we discuss the central role that moral will must play in a complete discussion of wisdom. Understanding moral will requires understanding the proper telos of human activities and practices, as well as the virtues of character that people need to remain true to the telos of those practices. We discuss examples of central human practices that go wrong when the telos is neglected but can go right when the telos is embraced and pursued.
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, R. C. (2009). Confessions of a radical industrialist: profits, people, purpose – doing business by respecting the earth. New York, NY: St. Martin's Press.Google Scholar
Aristotle (1999). Nicomachean Ethics (Martin Ostwald, trans.). Upper Saddle Hill, New Jersey: Prentice Hall, Library of Liberal Arts.Google Scholar
Booher-Jennings, J. (2006). Rationing education in an era of accountability. The Phi Delta Kappan, 87, 756–61.CrossRefGoogle Scholar
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140, 9801008.CrossRefGoogle ScholarPubMed
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–15.CrossRefGoogle Scholar
Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum Press.CrossRefGoogle Scholar
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–68.CrossRefGoogle ScholarPubMed
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.CrossRefGoogle Scholar
Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of Science Technology & Society, 24, 177.CrossRefGoogle Scholar
Duckworth, A. L. & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319–25.CrossRefGoogle ScholarPubMed
Duckworth, A. L., Kirby, T., Tsukayama, E., Berstein, H., & Ericsson, K. (2010). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174–81.Google Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–101.CrossRefGoogle ScholarPubMed
Duckworth, A. L. & Seligman, M. E. P. (2005). Self-discipline outdoes IQ predicting academic performance in adolescents. Psychological Science, 16, 939–44.CrossRefGoogle Scholar
Eisenberger, R. & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153–66.CrossRefGoogle ScholarPubMed
Ericcson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363406.CrossRefGoogle Scholar
Frey, B. S. (1994). How intrinsic motivation is crowded out and in. Rationality and Society, 6, 334–52.CrossRefGoogle Scholar
Frey, B. S. & Oberholzer-Gee, F. (1997). The cost of price incentives: An empirical analysis of motivation crowding out. American Economic Review, 87, 746–55.Google Scholar
Gneezy, U. & Rustichini, A. (2000). A fine is a price. Journal of Legal Studies, 29, 117.CrossRefGoogle Scholar
Grant, A. M. (2011). How customers can rally your troops. Harvard Business Review, June, 97103.Google Scholar
Grant, A. M. (2013). Give and take. New York, NY: Viking.Google Scholar
Grant, A. M. & Hofmann, D. A. (2011). It's not all about me: Motivating hand hygiene among health care professionals by focusing on patients. Psychological Science, 11, 1494–9.Google Scholar
Hirsch, F. (1976). Social limits to growth. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Kerr, S. (1975). On the folly of rewarding A while hoping for B. Academy of Management Journal, 18, 769–83.CrossRefGoogle ScholarPubMed
Kuhn, T. S. (1977). Objectivity, value judgment, and theory choice. In Kuhn, T. S., The essential tension (pp. 320–39). Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
Kiviniemi, M. T., Snyder, M., & Omoto, A. M. (2002). Too many of a good thing? The effects of multiple motivations on task fulfillment, satisfaction, and cost. Personality and Social Psychology Bulletin, 28, 732–43.CrossRefGoogle Scholar
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the “overjustification hypothesis”. Journal of Personality and Social Psychology, 28, 119–37.CrossRefGoogle Scholar
Lacetera, N., Macis, M., & Slonim, R. (2012). Will there be blood? Incentives and displacement effects in pro-social behavior. American Journal of Economic Policy, 4, 186223.CrossRefGoogle Scholar
MacIntyre, A. (1981). After virtue. Notre Dame, IN: University of Notre Dame Press.Google Scholar
Nussbaum, M. (1990). Love's knowledge. Oxford: Oxford University Press.Google Scholar
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. New York, NY: Penguin.Google Scholar
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–66.CrossRefGoogle ScholarPubMed
Schwartz, B. (1978). The psychology of learning and behavior. New York, NY: Norton.Google Scholar
Schwartz, B., Schuldenfrei, R., & Lacey, H. (1978). Operant psychology as factory psychology. Behaviorism, 6, 229–54.Google Scholar
Schwartz, B. (2015). Why we work. New York, NY: Simon & Schuster.Google Scholar
Schwartz, B., & Sharpe, K. (2010). Practical wisdom: The right way to do the right thing. New York, NY: Riverhead.Google Scholar
Schwartz, B. & Wrzesniewski, A. (2016). Internal motivation, instrumental motivation, and eudaimonia. In Vitterso, J. (Ed.), Handbook of Eudaimonic Well-Being (123–34). New York, NY: Springer.Google Scholar
Skinner, B. F. (1953). Science and human behavior. New York, NY: MacMillan.Google Scholar
Smith, A. (1776/1937). The wealth of nations. New York, NY: Modern Library.Google Scholar
Stigler, G. J., & Becker, G. S. (1977). De gustibus non est disputandum. The American Economic Review, 67, 7690.Google Scholar
Sternberg, R. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347–65.CrossRefGoogle Scholar
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Stroebe, W. (2016). Why good teaching evaluations may reward bad teaching: On grade inflation and other unintended consequences of student evaluation. Perspectives on Psychological Science, 11, 800–16.CrossRefGoogle Scholar
Taylor, F. W. (1911/1967). Principles of scientific management. New York, NY: Norton.Google Scholar
Wrzesniewski, A., Schwartz, B., Cong, X., Kane, M., Omar, A., & Kolditz, T. (2014). Multiple types of motives don't multiply the motivation of West Point cadets. Proceedings of the National Academy of Sciences, 111, 109905.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×