Michel Ferrari
Biographic Data
| ID | 3832746 |
|---|---|
| NAME | Michel Ferrari |
| GIVEN NAMES | Michel |
| FAMILY NAME | Ferrari |
| SIGNATURE | FERRARI M |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-3932-5254 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Well-being trajectories across the Covid-19 pandemic
Where did aspiration go
Recently, psychology has begun to study increasingly value-laden subjects, such as wisdom (Sternberg & Glück, 2019) and moral education (Nucci et al., 2014), and to attempt to integrate these with educational programs. In reviewing this literature, we believe we have identified a notable lacuna: the topic of personal aspiration. We introduce aspiration as defined by Agnes Callard in the self-transformation literature in philosophy and observe tha…
Intergenerational Storytelling in China
Does Self-Transcendent Wisdom Mediate the Relation between Spirituality and Well-Being? A Test Across Six Nations
Wisdom
Walk in wisdom’s path
While there have been many advances in the psychology of wisdom in the last 30 years, mainstream research has yet to take into serious account the role of religion in developing wisdom. Instead, the majority of research has focused on the influence of age or life experience. To examine the relative contributions of faith, age, and personal wisdom to participants understanding of how wisdom develops, the narratives of 16 participants, 8 scoring hi…
Post-Traumatic Growth to Psychological Well-Being
On the third day
Foresight and wisdom
Post-Traumatic Growth to Psychological Well-Being
Using self-compassion to grow in the face of trauma
These findings indicate that problem-focused coping strategies are also influential in mediating the development of PTG from self-compassion. Self-compassion reduces one's tendency to overidentify with negative emotions through positive reframing. The use of active coping and instrumental support also allows individuals to feel more capable in dealing with their traumatic events. Incorporating problem-focused self-compassion-based practices in co…
The Science of Wisdom in a Polarized World
Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wis…
A Process Model of Wisdom from Adversity
It was the best worst day of my life”
This study emphasizes the role of both persons and environments in the development of wisdom, and highlights the importance of self-reflection as a mechanism through which wisdom is constructed from life experience
Wisdom and Meaning in Emerging Adulthood
Wisdom and meaning are important developments in emerging adulthood. In two studies, we investigated the relationship between wisdom and meaning using self-report measures (Study 1; N = 298) and narrative coding (Study 2; N = 271). Study 1 supported the hypothesis that the search for and presence of meaning in life were both positively correlated with wisdom. The presence of meaning partially mediated the relationship between wisdom and positive …
Mainland Chinese Implicit Theory of Wisdom
This is the first study on the Mainland Chinese implicit theory of wisdom. To understand the role of culture and social changes in the implicit theory of wisdom, cultural and generational differences were explored. Two generations of Mainland Chinese, 50 older adults (age 60–80 years) and 50 younger adults (age 20–30 years), were interviewed individually. Participants first nominated personal acquaintances and historical figures as wisdom exempla…
Spirituality and Resilience in Children of War in Sri Lanka
This mixed-method study examined adaptive and maladaptive development in 62 children of war in Sri Lanka and 15 caregivers. Participants included war orphans and nonwar orphans from Buddhist and Christian orphanages, and a comparison group of children from intact families. Children's measures included; risk and resilience indices, sand tray analysis (constructions and narrative), Stages of Faith Interview (adapted from Fowler, 1981 Fowler, J. W. …
Can Bovelles' View of Wisdom Survive in the Modern World
Charles de Bovelles' Liber de Sapiente was published in Latin five hundred years ago (1511) and was not translated into any modern language until the twentieth century. This neglect does not reflec
Introduction to Bovelles' Liber de Sapiente
What Can Neuroscience Bring to Education
Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but on…
Factors Associated with Treatment Compliance and its Effects on Retention among Participants in a Court-Mandated Treatment Program
Drug treatment court (DTC) programs have been implemented and promoted in American as well as Canadian judicial systems as an effective tool for reducing criminal recidivism rates. An evaluation of the program in Toronto revealed that the drug court participants' substance abuse and criminal behaviors are reduced while they are under the drug courts' jurisdiction, and to some extent recidivism is reduced after participants leave the program. Howe…
Wundt, Vygotsky and Bandura
This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking,…
Rethinking the early history of post-Vygotskian psychology
Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotskian psychology, still remain largely unknown; this re…
From Vygotsky to Vygotskian psychology
Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs t…
Baldwin's two developmental resolutions of the mind–body problem
What Can Neuroscience Bring to Education
Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but on…
Rethinking the early history of post-Vygotskian psychology
Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotskian psychology, still remain largely unknown; this re…
From Vygotsky to Vygotskian psychology
Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs t…
It was the best worst day of my life”
This study emphasizes the role of both persons and environments in the development of wisdom, and highlights the importance of self-reflection as a mechanism through which wisdom is constructed from life experience
Wundt, Vygotsky and Bandura
This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking,…
Observing the Observer
Motor skills are among the most basic and prevalent types of knowledge that individuals must acquire over the life span, and observational learning is one of the primary ways in which individuals acquire new knowledge and skills. Observational learning of a motor skill involves: (1) observation of the model, which allows one to imitate and understand a modeled demonstration, and (2) self-observation, which allows one to actively regulate one's ow…
Piaget’s Framework for a Scientific Study of Consciousness
While largely unacknowledged, Piaget’s views on the epistemology of consciousness presaged key positions now held by contemporary philosophers and psychologists. This paper examines Piaget’s views about two fundamental epistemological problems central to any theory of consciousness: (1) the general problem of the subject-object relationship in any type of knowing; and (2) the specific problem of the physical-mental relationship within the knowing…
Baldwin's two developmental resolutions of the mind–body problem
Rethinking the early history of post-Vygotskian psychology
Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotskian psychology, still remain largely unknown; this re…
From Vygotsky to Vygotskian psychology
Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs t…
Factors Associated with Treatment Compliance and its Effects on Retention among Participants in a Court-Mandated Treatment Program
Drug treatment court (DTC) programs have been implemented and promoted in American as well as Canadian judicial systems as an effective tool for reducing criminal recidivism rates. An evaluation of the program in Toronto revealed that the drug court participants' substance abuse and criminal behaviors are reduced while they are under the drug courts' jurisdiction, and to some extent recidivism is reduced after participants leave the program. Howe…
Wundt, Vygotsky and Bandura
This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking,…
Spirituality and Resilience in Children of War in Sri Lanka
This mixed-method study examined adaptive and maladaptive development in 62 children of war in Sri Lanka and 15 caregivers. Participants included war orphans and nonwar orphans from Buddhist and Christian orphanages, and a comparison group of children from intact families. Children's measures included; risk and resilience indices, sand tray analysis (constructions and narrative), Stages of Faith Interview (adapted from Fowler, 1981 Fowler, J. W. …
Can Bovelles' View of Wisdom Survive in the Modern World
Charles de Bovelles' Liber de Sapiente was published in Latin five hundred years ago (1511) and was not translated into any modern language until the twentieth century. This neglect does not reflec
Introduction to Bovelles' Liber de Sapiente
What Can Neuroscience Bring to Education
Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but on…
Mainland Chinese Implicit Theory of Wisdom
This is the first study on the Mainland Chinese implicit theory of wisdom. To understand the role of culture and social changes in the implicit theory of wisdom, cultural and generational differences were explored. Two generations of Mainland Chinese, 50 older adults (age 60–80 years) and 50 younger adults (age 20–30 years), were interviewed individually. Participants first nominated personal acquaintances and historical figures as wisdom exempla…
Wisdom and Meaning in Emerging Adulthood
Wisdom and meaning are important developments in emerging adulthood. In two studies, we investigated the relationship between wisdom and meaning using self-report measures (Study 1; N = 298) and narrative coding (Study 2; N = 271). Study 1 supported the hypothesis that the search for and presence of meaning in life were both positively correlated with wisdom. The presence of meaning partially mediated the relationship between wisdom and positive …
It was the best worst day of my life”
This study emphasizes the role of both persons and environments in the development of wisdom, and highlights the importance of self-reflection as a mechanism through which wisdom is constructed from life experience
A Process Model of Wisdom from Adversity
The Science of Wisdom in a Polarized World
Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wis…
Using self-compassion to grow in the face of trauma
These findings indicate that problem-focused coping strategies are also influential in mediating the development of PTG from self-compassion. Self-compassion reduces one's tendency to overidentify with negative emotions through positive reframing. The use of active coping and instrumental support also allows individuals to feel more capable in dealing with their traumatic events. Incorporating problem-focused self-compassion-based practices in co…
Post-Traumatic Growth to Psychological Well-Being
On the third day
Foresight and wisdom
Post-Traumatic Growth to Psychological Well-Being
Does Self-Transcendent Wisdom Mediate the Relation between Spirituality and Well-Being? A Test Across Six Nations
Wisdom
Walk in wisdom’s path
While there have been many advances in the psychology of wisdom in the last 30 years, mainstream research has yet to take into serious account the role of religion in developing wisdom. Instead, the majority of research has focused on the influence of age or life experience. To examine the relative contributions of faith, age, and personal wisdom to participants understanding of how wisdom develops, the narratives of 16 participants, 8 scoring hi…
Intergenerational Storytelling in China
Psychology (22 works) · Philosophy (12 works) · Epistemology (11 works) · Social Psychology (8 works) · Aging and Gerontology Research (7 works) · Optimism, Hope, and Well-being (7 works) · Psychological Well-being and Life Satisfaction (7 works) · Political science (6 works) · Psychotherapist (5 works) · Sociology (5 works)