Abstract
Contexualistic and integrative approaches to the concept of wisdom are discussed. The evolution of the concept of wisdom from an independent construct of intelligence to a component of intelligence (i.e., practical intelligence) is presented. It is argued that wisdom can be operationalized as the ability to integrate cognition and affect. In other words, both logical, rational and affective, experiential modes of knowing are recognized as equally valid and taken into consideration in social reasoning contexts. A methodological illustration of the integrative approach is presented in the form of an ongoing study investigating real‐world problem solving in adolescents as well as young, middle‐aged, and older adults. Implications for adult education are discussed.
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