Developing a wisdom oriented model for teaching English

Abstract

The present investigation aimed to develop a wisdom-oriented model for teaching English by clarifying the concept of wisdom and the process for its development. To fulfil the aims of the study three tools (Wisdom Concept Clarification Opinionnaire, Seven Dimensional Wisdom Scale and Language Proficiency Test Battery) were developed. The model was validated with the help of an experimental study with a control group pre-test post-test design. newlineThe opinionnaire was developed to clarify the concept and development of wisdom. This is in two parts. Part I relates to the clarification of the concept of wisdom whereas part II deals with the process for its development. On the basis of experts opinion 53 components of wisdom were selected under seven dimension of wisdom namely (a) knowledge of self, (b) understanding reality, (c) social sensibilities, (d) judgment, (e) pragmatic life-skills, (f) quest for learning, and (g) values and 11components were selected which define the process for its development. The selection of each component was done by computing the content validity ratio (CVR) as given by Lawshe (1975). It presents the commonality of judgments among the experts. These dimensions holistically present the concept of wisdom and its development. newlineThe Seven-Dimensional Wisdom Scale (7-D WS) was developed to measure the level of wisdom among learners which was used for pre-testing and post-testing the status of learners before and after the intervention of teaching through the Wisdom-based model. There were 59 items in this scale under seven dimensions of wisdom. The scale has high reliability (test-retest: 0.87, Cronbach s Alpha: 0.899 and split-half: 0.9.3/0.901) and validity (content validity index- CVI: 0.82) newlineThe Language Proficiency Test Battery was developed to measure the language skills of students before and after the intervention of the wisdom based teaching model. It includes four skill tests viz.: reading, writing, listening and speaking skills tests. All the tests had high test-retest, Cronbach s Alpha, and split-half reliability (more than 0.75) and content validity. newlineBased on the identified concept of wisdom, a teaching model was developed. Twenty experts were included in the validation process of this model. The present model extends the original model of Joyce and Weil (1996) by the addition of the second and sixth element of Content and Evaluation and Feedback . The six elements of the model are as follows: (1) Focus (2) Content (3) Syntax (4) Social System (5) Support System and (6) Evaluation and Feedback. newlineA sample of 80 female students studying in IXth class was taken for the experimental try out of this model. There were 40 students each in the experimental group and the controlled group. Twenty lesson plans based on each model (wisdom-oriented model and the conventional Herbartian model) were developed to see the effect of this model on the wisdom and language skills of the learners. newlineA significant difference was found between both the groups at 0.01 level of significance. The performance of the experimental group was significantly higher than the controlled group in their wisdom level as well as in all the four language skills. Thus, the model has been successful in enhancing wisdom among the learners. newline newline