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Knowledge, Networks & Wisdom Bernie Dodge, PhD San Diego State University.

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Presentation on theme: "Knowledge, Networks & Wisdom Bernie Dodge, PhD San Diego State University."— Presentation transcript:

1 Knowledge, Networks & Wisdom Bernie Dodge, PhD San Diego State University

2 Disclaimer ME An entomologist doesn’t have to be a spider to write about spiders. - Mihalyi Csikszentmihalyi

3 T. S. Eliot Where is the Life we have lost in living? Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information? T.S. Eliot's The Rock (1934)

4 Overview How the net makes us smart How the net makes us stupid Why smart ≠ wise Wisdom, technology and you

5 How the Net Makes Us Smart Or so they say…

6 Net Penetration by Region http://www.internetworldstats.com/

7 AMD’s 50x15 Effort http://www.50x15.com/

8 Number of Net Users Worldwide http://www.internetworldstats.com/

9 Internet Use According to the Pew Internet & American Life Study (December, 2006), each day… 65% use the internet 54% read or send email 41% use a search engine 31% get news 28% surf for fun

10 Blogging Stats (2005) 6% of US adults have created a blog ◦ Age 18-29: 19% ◦ Age 50+: 5% 16% of all US adults read blogs http://www.pewinternet.org/PPF/p/1083/pipcomments.asp

11 Wikipedia Growth http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia There are currently about 2.4 million articles in the English version of Wikipedia

12 Facebook More than 80 million active users Facebook is the 6th most-trafficked website in the world (comScore) Over 55,000 regional, work-related, collegiate, and high school networks More than half of Facebook users are outside of college The fastest growing demographic is those 25 years old and older

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18 How the Net Makes Us Dumb Or so they say…

19 What’s Hot? http://www.google.com/trends/hottrends 1.misty maymisty may 2.kerri walshkerri walsh 3.sal the moviesal the movie 4.sal aunesesal aunese 5.armor allarmor all 6.anthony kimanthony kim 7.roger federer wikipediaroger federer wikipedia 8.usa jet airlinesusa jet airlines 9.mark everettmark everett 10.nadal wins wimbledonnadal wins wimbledon

20 Blogs, Politics & Polarization 94% of political blog readers consume only blogs from one side of the ideological spectrum

21 Is Google Making Us Stupid?

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23 These things probably do not make us wiser And they divert us from things that might

24 The Machine Stops

25 Why Smart ≠ Wise And what wisdom is…

26 Wisdom http://www.nwlink.com/~donclark/performance/understanding.html

27 Talmudic Wisdom Ben Zoma says: Who is wise? The one who learns from every person... Who is brave? The one who subdues his negative inclination... Who is rich? The one who is appreciates what he has... Who is honored? The one who gives honor to others... (Talmud - Avot 4:1)

28 Ben Franklin Who is wise? ◦ He that learns from everyone. Who is powerful? ◦ He that governs his passions. Who is rich? ◦ He that is content. Who is that? ◦ Nobody.

29 Maybe Wisdom is Hard to Define But we know it when we see it

30 Who’s the Wisest?

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32 A Short Definition Wisdom is expert knowledge in the fundamental pragmatics of life that permits exceptional insight, judgment and advice about complex and uncertain matters. Baltes & Smith, 1990

33 One more thing… Wisdom is rare

34 Amish Saying “We grow too soon old and too late smart.”

35 Wisdom and Age But only if the grapes were good in the first place. It’s true, some wines improve with age. “Wisdom doesn’t come automatically with age. Nothing does - except wrinkles. -- Abigail Van Buren

36 Age & Wisdom After adolescence, no relationship So… building a foundation for wisdom in middle and high school years is critical

37 Maybe our job is to improve the grapes

38 Berlin Model of Wisdom Paul Baltes identified five factors in two categories: Basic Meta

39 Berlin Model Factors Basic Rich factual knowledge about life ◦ Consideration of general (human condition) and specific (e.g., life events, institutions) features of life matters as well as scope and depth in coverage of issues

40 Berlin Model Factors Basic Rich procedural knowledge about life ◦ Consideration of decision strategies, goal selection, choosing means to achieve goals, people to consult with, as well as strategies of advice giving

41 Berlin Model Factors Meta Life span contextualism ◦ Consideration of past, current, and possible future life contexts and the circumstances in which a life is embedded

42 Berlin Model Factors Meta Values Relativism ◦ Consideration of variations in values and life priorities and the importance of viewing each person within an individual framework, but also the importance of a small set of universal values oriented toward the good of others and oneself

43 Berlin Model Factors Meta Recognition and management of uncertainty ◦ Consideration of the inherent uncertainty of life (in terms of interpreting the past and predicting the future) and effective strategies for dealing with uncertainty

44 Measuring Wisdom A teenager learns that he or she has failed a test that is very important for his or her future. What could one or the teenager do and think in such a situation? Responses are analyzed for… ◦ Factual & Knowledge about Life ◦ Lifespan Contextualism ◦ Values Relativism ◦ Uncertainty

45 Good News Clinical psychologists tested higher in wisdom, so… Wisdom may be teachable

46 Robert Sternberg

47 Balance Theory of Wisdom Wisdom is defined as the application of tacit as well as explicit knowledge as mediated by values toward the achievement of a common good through a balance among intrapersonal, interpersonal, and extrapersonal interests over the short term and long term to achieve a balance among adaptation to existing environments, shaping of existing environments, and selection of new environments.

48 Sternberg’s Advice 4. Role-model wisdom because what you do is more important than what you say. Wisdom is action dependent and wise actions need to be demonstrated. 5. Have students read about wise judgments and decision making so that students understand that such means of judging and decision making exist.

49 Sternberg’s Advice 6. Help students to learn to recognize their own interests, those of other people, and those of institutions. 7. Help students learn to balance their own interests, those of other people, and those of institutions.

50 Sternberg’s Advice 12. Show students the importance of dialogical thinking, whereby they understand interests and ideas from multiple points of view. 13. Teach students to search for and then try to reach the common good—a good where everyone wins, not only those with whom one identifies.

51 So… infusing wisdom into schools should be easy Right?

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53 Wisdom Isn’t on the Test! At least not this year

54 Wisdom, Technology and You Taking the best, crowding out the rest….

55 Why Technology? InputsOutputs Interactions Transformations

56 Habits and Events Habits: ongoing routines that widen your inputs and refine your insights. Events: specific learning events that have a beginning, middle and end

57 Sample Habits Keep a wisdom blog Develop a diverse feed list Keep a to-know list Develop your own proverbs wiki

58 Keep a Wisdom Blog

59 Develop a Diverse Feed List

60 Keep a To-Know List

61 Develop a Proverbs Wiki Summarize and synthesize daily experience from your blog into simple statements, each with a story. Examples: ◦ Choose your battles ◦ Don’t assume you deserve power even when someone wants to give it to you ◦ People sometimes re-enter your life at a later time so be nice

62 Sample Learning Events DIY Proverbs Wikis To-Know Lists Role Plays Choice Charts

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64 ‘India2

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66 India4

67 Take a complex human situation and identify choices of action Guess what the consequences of each action choice would be Decide what action choices would result from each new situation

68 Choice Charts

69 What to do next Monday? Explicitly think about wisdom when designing reading and writing assignments. Give students… ◦ decisions to make and explain, ◦ questions about people very different from them, ◦ opportunities to experience different points of view. Don’t think of it as an add-on.

70 Modal Occupations Pre-1850: Farmer 1850 - 1950: Factory Worker 1950 - present: Clerk Next? Soldier or Priest Alvin Toffler

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