Wisdom in Education Lesson 1

Posted on Dec 7, 2015 in PSHE
PSHE Wisdom

Wisdom in PSHE

For the first Grade 10 PSHE Wisdom class it was essential to redefine the approach to PSHE more toward the concept of decision making and becoming a wise person away from the topic by topic approach that typifies the Grade 9 PSHE class. The benefit of approaching it this way was to both simultaneously set the course apart from the previous year since and to more squarely orient the course on the objective we had in mind namely: for students to make wise decisions short-term and ultimately exhibit wisdom consistently across the different domains of their lives.

The initial selling point of this approach was well received by my group and they dove headlong into the orientation activities and discussion.

Guiding Questions Activity Resources

What is wisdom? How do you define it?Who do we consider as wise? Is wisdom something held?

How have others defined it? Where does it come from?

How do we become wise? Where can we turn for wisdom?

Useful Definition -“The fact of being based on sensible or wise thinking”

What definitions of wisdom are suggested by the wisdom


Icebreaking Questions – 40 question cards with conversation starters from http://playmeo.comWhat is the relationship between Wellness and Wisdom?

Wisdom Scorecard

New York Times – How to live wiselyWisdom Scorecard Questions 

Some useful moral dilemmas here
Word Wisdom – Helping and Hurting

Some Thoughts on the First PSHE Wisdom Class

The key strategy for this PSHE Wisdom class was, quite honestly, to approach it maturely like we do when deconstructing ideas and language in my Theory of Knowledge class with Grade 11s and 12s. After sharing some of the formative ideas we came into the room with about wisdom we completed the wisdom scorecard and then discussed both what the results suggested and what the scorecard’s design suggested about the view of wisdom that was held by the people who wrote it. It was important to consider the results as provocations for conversation and not an assessment of anyone’s actual level of wisdom which would be absurd.

For this first class, the evidence of learning was really the content of the conversation along with the engagement apparent in my students as they hungrily pursued the scorecard, willingly discussed what their results suggested, and then broke the presuppositions of the survey down. From this foundation we were ready to launch into the first unit on Play. – AC

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