Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.
This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to such understandings. As part of this work, I examined the modern university and its capacity to engage with local knowledge and wisdom. Over the course of analysis, I find that one of the constraints of scaling up institutions for learning wisdom into the now global model of the university is that universities have forgotten how to develop wisdom in the race towards industrialisation, colonisation, and neo-liberalism within the scientific paradigm. One of the early sacrifices of such scaling up was the ability of the university to preserve an intention to develop the wisdom of its students. Therefore, distant memory now is the ideation of wisdom that many societies and civilisations, and their institutions of higher learning, are in danger of forgetting the pedagogical pathway to do so. The paper begins with an examination of the long history of pedagogies for the development of wisdom. I then briefly discuss the methodological aspects of this paper and explain my key terms: information, knowledge and wisdom, followed by an examination of wisdom through the lens of the teaching and learning modalities of the Oral, Written, and Printing. My synthesis of wisdom artefacts and stories about pedagogy suggests that while wisdom is individually sensed, understood, and lived phenomenologically, its meaning is latent, socially agreed, and constrained in terms of how and if universities might cultivate its essential elements. Taking a Janussian backward- and forward-looking view, I propose a remembering and reconnecting approach to educating for wisdom through purposeful consideration of what we know about time-honoured pedagogies for teaching and learning wisdom, what are its current constraints, and what are its future opportunities in the university into the new postmodern, planetary, virtual education era.
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