Eeva K Kallio
Biographic Data
| ID | 7245494 |
|---|---|
| NAME | Eeva K Kallio |
| GIVEN NAMES | Eeva K |
| FAMILY NAME | Kallio |
| SIGNATURE | KALLIO E K |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-3950-6554 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A step towards understanding systems thinking as mental self-renewal
Holistic approach in wisdom research is necessary
Inspiring moral motivation in teacher education
Towards a multiperspective approach to following students’ professional development in higher education
Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes,…
Pedagogical practices promoting the development of wisdom in university students
Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empi…
Not parts, but holistic totality. Comment on Streib’s “xenosophia”
Recent research shows that there seems to be some preliminary agreement of the definition of wisdom. Two main strands of wisdom research can be identified. On the one hand, it is suggested that wisdom is attained through life experience and self-reflection as a deep self-understanding. On the other hand, multi-perspective openness, flexibility, and orientation toward others are signs of wisdom. Thus, both external and internal realms of the mind …
Validation of a modified version of the Experiences of Teaching and Learning Questionnaire
From causal thinking to wisdom and spirituality
This article concentrates on the latest international trends in the research on psychological development of adults, and especially on the development of cognition. The field of research has been very fragmented, and researchers have kept creating new models one after another to describe their own lines of thought and also seeking for empirical evidence for their models. This has created a rather equivocal picture of the phenomenon itself. The pr…
Integrative thinking is the key
Post-formal relativistic-dialectical thinking has been widely claimed to be a new developmental stage of intellectual development. Other theoretical models come very close to post-formal thinking, with overlapping features such as the study of wisdom and epistemic understanding, as well as models of expertise, critical thinking, and scepticism. No coherent theory exists in the fields of post-formal and relativistic-dialectical thinking, though sc…
No prominent works on this page.
Integrative thinking is the key
Post-formal relativistic-dialectical thinking has been widely claimed to be a new developmental stage of intellectual development. Other theoretical models come very close to post-formal thinking, with overlapping features such as the study of wisdom and epistemic understanding, as well as models of expertise, critical thinking, and scepticism. No coherent theory exists in the fields of post-formal and relativistic-dialectical thinking, though sc…
From causal thinking to wisdom and spirituality
This article concentrates on the latest international trends in the research on psychological development of adults, and especially on the development of cognition. The field of research has been very fragmented, and researchers have kept creating new models one after another to describe their own lines of thought and also seeking for empirical evidence for their models. This has created a rather equivocal picture of the phenomenon itself. The pr…
Validation of a modified version of the Experiences of Teaching and Learning Questionnaire
Not parts, but holistic totality. Comment on Streib’s “xenosophia”
Recent research shows that there seems to be some preliminary agreement of the definition of wisdom. Two main strands of wisdom research can be identified. On the one hand, it is suggested that wisdom is attained through life experience and self-reflection as a deep self-understanding. On the other hand, multi-perspective openness, flexibility, and orientation toward others are signs of wisdom. Thus, both external and internal realms of the mind …
Towards a multiperspective approach to following students’ professional development in higher education
Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes,…
Pedagogical practices promoting the development of wisdom in university students
Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empi…
A step towards understanding systems thinking as mental self-renewal
Holistic approach in wisdom research is necessary
Inspiring moral motivation in teacher education
Psychology (5 works) · Sociology (4 works) · Aging and Gerontology Research (3 works) · Epistemology (3 works) · Identity, Memory, and Therapy (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Computer Science (2 works) · Critical systems thinking (2 works)