Kachhiyapatel, N., & Grossmann, I. (2025, June 11).
PsyArXiv
Abstract
How can one bring wisdom into STEM education? One popular position holds that wise judgment follows from teaching morals and ethics in STEM. However, wisdom scholars debate the causal role of morality and whether cultivating a moral blueprint is a necessary condition for wisdom. Some philosophers and education scientists champion this view, whereas social psychologists and cognitive scientists argue that moral features like prosocial behavior are reinforcing factors or outcomes of wise judgment rather than pre-requisites. This debate matters particularly for science and technology, where wisdom-demanding decisions typically involve incommensurable values and radical uncertainty. Here, we evaluate these competing positions through four lines of evidence. First, empirical research shows that heightened moralization aligns with foolish rejection of scientific claims, political polarization, and value extremism. Second, economic scholarship on folk theorems demonstrates that wisdom-related metacognition—perspective-integration, context-sensitivity, and balancing long- and short-term goals—can give rise to prosocial behavior without an apriori moral blueprint. Third, in real life moral values often compete, making metacognition indispensable to balance competing interests for the common good. Fourth, numerous scientific domains require wisdom yet operate beyond moral considerations. We address potential objections about immoral and Machiavellian applications of blueprint-free wisdom accounts. Finally, we explore implications for giftedness: what exceptional wisdom looks like in STEM context, and how to train it. Our analysis suggests that STEM wisdom emerges not from prescribed moral codes but from metacognitive skills that enable navigation of complexity and uncertainty.
Here are some thoughts:
This article challenges the idea that wisdom in STEM and other complex domains requires a fixed moral blueprint. Instead, it highlights perspectival metacognition—skills like perspective-taking, intellectual humility, and balancing short- and long-term outcomes—as the core of wise judgment.
For psychologists, this suggests that strong moral convictions alone can sometimes impair wisdom by fostering rigidity or polarization. The findings support a shift in ethics training, supervision, and professional development toward cultivating reflective, context-sensitive thinking. Rather than relying on standardized assessments or fixed values, fostering metacognitive skills may better prepare psychologists and their clients to navigate complex, high-stakes decisions with wisdom and flexibility.
