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This book arises from a conference held in November 1996 designed
to examine how competence can be improved in the different stages
ofthe lifespan. To this end, we brought together eminent
researchers in different areas of human development-infancy,
childhood, and adulthood, including the late adult years. The
conference was based on the premise that discussion arising from
the interfaces of research and practice would increase our
knowledge of and stimulate the further application of effective
interventions designed to improve competence. The editors wish to
acknowledge the contributions of Concordia University and the Fonds
pour la Formation de Chercheurs et l'Aide a la Recherche (FCAR) in
providing funding and other assistance toward the conference
"Improving Competence Across the Lifespan" and toward the
publication of this book. Finally, we wish to express our gratitude
to the numerous students associated with our Centre for their help
and to Gail Pitts and Lesley Husband of the Centre for Research in
Human Development for their assistance. We are especially grateful
to Donna Craven, Centre for Research in Human Development, for her
heroic work on both the conference and the present volume. We could
not have met our goals without you.
This book arises from a conference held in November 1996 designed
to examine how competence can be improved in the different stages
ofthe lifespan. To this end, we brought together eminent
researchers in different areas of human development-infancy,
childhood, and adulthood, including the late adult years. The
conference was based on the premise that discussion arising from
the interfaces of research and practice would increase our
knowledge of and stimulate the further application of effective
interventions designed to improve competence. The editors wish to
acknowledge the contributions of Concordia University and the Fonds
pour la Formation de Chercheurs et l'Aide a la Recherche (FCAR) in
providing funding and other assistance toward the conference
"Improving Competence Across the Lifespan" and toward the
publication of this book. Finally, we wish to express our gratitude
to the numerous students associated with our Centre for their help
and to Gail Pitts and Lesley Husband of the Centre for Research in
Human Development for their assistance. We are especially grateful
to Donna Craven, Centre for Research in Human Development, for her
heroic work on both the conference and the present volume. We could
not have met our goals without you.
Psychologists and philosophers have both asked a fundamental
question about the human experience -- what is the best way to live
-- but have employed different methods of inquiry. Psychological
research into this question has taken the form of empirical
investigations in three main domains: (1) how wise and competent
people live their lives; (2) the values that are embodied in the
actions of wise people; and (3) the psychological benefits that
come from following different values. Philosophical methods of
inquiry, based on appeals to lived experience as presented
anecdotally, through literature, and through analysis at the
conceptual level, provide complementary ways of understanding
wisdom and the values embedded therein. This chapter provides an
integrative review combining empirical research related to wisdom
and its inherent values with an analysis of wisdom and values from
the philosophical tradition with a focus on Aristotelian virtue
theory. The content includes both reviews of relevant literature
and results from original data sets, illustrates the values
inherent in both the psychological and philosophical approaches,
and highlights the commonalities as well as current differences
between these two methods of inquiry.
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