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Wisdom is the hallmark of social judgment, but how people across cultures recognize wisdom remains unclear—distinct philosophical traditions suggest different views of wisdom’s cardinal features. We explore perception of wise minds across 16 socio-economically and culturally diverse convenience samples from 12 countries. Participants assessed wisdom exemplars, non-exemplars, and themselves on 19 socio-cognitive characteristics, subsequently rating targets’ wisdom, knowledge, and understanding. Analyses reveal two positively related dimensions—Reflective Orientation and Socio-Emotional Awareness. These dimensions are consistent across the studied cultural regions and interact when informing wisdom ratings: wisest targets—as perceived by participants—score high on both dimensions, whereas the least wise are not reflective but moderately socio-emotional. Additionally, individuals view themselves as less reflective but more socio-emotionally aware than most wisdom exemplars. Our findings expand folk psychology and social judgment research beyond the Global North, showing how individuals perceive desirable cognitive and socio-emotional qualities, and contribute to an understanding of mind perception.

In Peru, the census evaluations (ECE) of the Ministry of Education (MINEDU) show that few students of Intercultural Bilingual Education (EIB) in the Ucayali region reached the expected level in reading comprehension and math. In response to this critical situation, MINEDU implemented pedagogical accompaniment as a national strategy to improve school learning. However, after its implementation, there was no evidence of improvements in the learning achievements of children. In this context, a qualitative descriptive study was proposed, whose purpose was to understand the conceptions, process, and problems of the mentors of the Shipibo-Konibo and Asháninka peoples in their pedagogical accompaniment work. This study was conducted in two phases. In the first phase, 10 EIB pedagogical mentors from the Shipibo-Konibo and Asháninka peoples in the province of Coronel Portillo participated in a group interview. In the second phase, three mentors from two Shipibo-Konibo communities participated. During this phase, the mentors were observed during their work in the classroom and accompaniment sessions and were then interviewed. The main results of the study showed that the mentors concluded that the accompaniment consists of assisting the teachers in their pedagogical work to facilitate better learning for the children. However, while the actions they took contributed to the pedagogical content necessary for teachers to fulfill their role, they were potentially undermining the trust relationships necessary for an optimal accompaniment process. Furthermore, it was found that the mentors followed the accompaniment protocol suggested by the MINEDU. The most significant issue identified was the perceived difficulty of accessing the communities where the teachers work, as many are located several days’ travel from the city of Pucallpa, where most of the mentors reside. This means that the mentors have to travel long distances to fulfill their accompaniment duties, with some having to travel by boat for up to three days. Additionally, the mentors reported issues with managing the accompaniment, such as not being paid on time, not receiving necessary materials, or not following work schedules. Many also reported that even when materials reach the communities, the teachers are not trained to use them, which leads to them not being utilized. Although the mentor was supposed to focus on supporting the teacher’s lesson planning, this left little time to focus on the themes that concerned the teacher or other formative aspects that were needed. It was also observed that the mentors focused on the difficulties teachers had in teaching, while ignoring the potentialities that these teachers could have for pedagogical practice. This article presents these and other findings about pedagogical accompaniment in this area and suggests the inclusion of a psycho-pedagogical perspective in the process.

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