Iranian Journal of Learning and Memory

Abstract Objective: Educating wisdom, whether implicitly or explicitly, in the first grade of primary school, through the content of textbooks, plays a fundamental role in the formation of children's personalities. At this sensitive stage of development, children not only learn language skills, but also become familiar with basic concepts such as empathy, responsibility, reflection, and analysis of moral situations. Accordingly, the use of theoretical frameworks of wisdom allows for a more accurate evaluation of educational content and shows how textbooks can be used to cultivate wise and responsible citizens. This research aimed to study the components of wisdom in the content of Persian textbooks for the first grade of primary school based on the three wisdom models of Ardlet, Webster, and Sternberg. Method: The method was a descriptive-qualitative systematic review through content analysis. In this regard, the text of all lessons related to the first, second, and third grade Persian textbooks was examined using the explicit content analysis method. Results: The results showed that the components of wisdom include academic knowledge, cultural and historical identity, spirituality, ethics/compassionate love, love of homeland and national responsibility, learning from nature with an aesthetic perspective, acquiring knowledge, openness to experience, public good, reflective perspective, recognizing emotions, social/group interactions, family-orientedness, practical intelligence, learning and teaching, awakening and learning from history, and applicant of cognitive tools. Comparing these components with three theoretical models including Ardlet's Three-Dimensional Model of Wisdom (2011), Webster's Five-Factor Model (2003), and Sternberg's Balance Theory (1998) showed that the components of wisdom in the Persian textbooks of the first grade overlap with many theoretical dimensions of wisdom, and in some cases, such as humor, reviewing memories and revising them, and tacit knowledge, there are visible gaps and have been given less attention. Conclusions: It is noteworthy that components such as having an aesthetic view of nature and learning from it, spirituality, and learning from history have been given attention, which are not seen in the models of wisdom of Ardlet, Webster, and Sternberg, and this is one of the strengths of the Persian textbooks. It is suggested that in future revisions of textbooks, these dimensions should be included in a purposeful and educational manner through practical activities similar to real-life situations in order to pave the way for the upbringing of a wise, balanced, and responsible generation in society.

Abstract Objective: This study investigated the effect of wisdom therapy (general and personal) on academic procrastination among elementary school students.
Method: This quasi-experimental study used a pre-test-post-test design with two experimental groups and a control group. The population included 230 female students from Pardis 2 Primary School (grades 4–6) in Songhor Kolyaei city in 2021–2022. Fifty-one students identified as high academic procrastinators (top 25% in delayed homework submission) were randomly selected and assigned to experimental group A (n = 17), experimental group B (n = 17), and a control group (n = 17). Academic procrastination was assessed behaviorally through direct observation and systematic recording of delays in submitting a non-curricular assignment over three stages.
The experimental groups received six weekly 60-minute wisdom therapy sessions based on Dr. Kord Noqabi’s Wisdom Therapy (protocol year 2020), focusing on reflective thinking, identifying cognitive distortions, clarifying personal values, and creating action plans. The control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 22.
Results: Both experimental groups showed a significant reduction in academic procrastination (p < 0.01), with personal wisdom therapy demonstrating a stronger effect than general wisdom therapy (p < 0.05).
Conclusions: Wisdom therapy effectively reduces academic procrastination among elementary students. Incorporating wisdom-based strategies into educational programs is recommended to enhance academic responsibility and student performance.

Abstract Wisdom is a concept which has been extensively studied in many researches during recent years. On the other hand, occupational burnout is an issue that has affected teachers’ activities for many years. Occupational burnout is caused by increasing responsibility of teachers over the years. To study the effect of wisdom-therapy on teachers’ occupational burnout, 34 EFL (English as a Foreign Language) teachers who worked in Hamedan high schools were selected using convenience sampling method and assigned randomly into two groups of experimental and control, each including 17 teachers. Maslach Burnout Inventory-Educator’s Survey developed by Maslach, Jackson, and Leiter (1996) was used for examining teachers’ occupational burnout and using one of wisdom-therapy techniques, teachers of the experimental group received training in ten sessions. Finally, using the mentioned inventory, teachers’ occupational burnout was examined again. The results of ANCOVA revealed that wisdom-therapy had a significant effect in reducing the level of occupational burnout, depersonalization and emotional exhaustion among Iranian EFL teachers. In addition, the results also showed that wisdom-therapy had a significant effect in improving the level of personal accomplishment. Thus, it is suggested that wisdom-therapy techniques be used in education and be part of teachers’ training.

Abstract Wisdom is one of the highest virtues and in a wide range of social activities, ultimately improves oneself and society. It is inherently involved in ethical behavior and the pursuit of social justice and equity for all. Moral intelligence is also one of the moral constructs that lead humans to perform great valuable actions. The purpose of this study was to explain wisdom based on the moral intelligence. For this purpose, a sample of 350 adults (220 females and 130 males) in the age range of 20 to 72 was selected by multistage cluster sampling method from different districts and communities. They answered the wisdom questionnaire of San Diego and the moral intelligence of Lennik and Kiel. Data were analyzed using structural equation modeling. The results of the analysis demonstrated that the model fits best for this purpose as the effect of moral intelligence and its dimensions on wisdom was confirmed. Based on the results of this study, it is suggested that social and educational settings and environments, in addition to conventional intelligence, can benefit from moral intelligence where wise people with high wisdom can contribute effectively to a better community development.