Is the Unexamined Life not Worth Living?

Uneasy Feelings about Your Results?
Please remember your results with any activity are not who you are. Your results are a 'snapshot' of a moment when you did an activity. It's just one measure, a single thread, of the many strands of who you are. Any result is a guess with statistical error. And it's possible the measure is flawed in a way so it doesn't work for you. Please do not think of your results as definitive dogma. Instead they're a starting point for our self reflection. Please keep in mind too, self-reflection can feel uncomfortable. "Bad" feelings are not actually bad. They're information. So, even if your activity result is inaccurate and flawed, you might ask yourself what your feeling is trying to tell you? Trusted teachers, friends, and therapists can be helpful. I wrote an essay elaborating with concrete examples how we can appreciate uneasy feelings about our activity results.

Scholarly Information?
You're welcome to use Copernican Revolution activities and essays for your thesis and studies. Having information about scholarly aspects like psychometric data, activity design details, and norm calculations may help. The primary focus of my essays is connecting educated laypersons with psychology. To help people like you, with advanced academic interests, I add an appendix with each activity.

Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25(3), 275–324.
Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of the Berlin Wisdom Paradigm. Human Development, 47(5), 257–285.
Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55(1), 122–136.
Baxter Magolda, M. B. (1987). Gender Differences in Cognitive Development (Paper presented at AERA, 1987). Also using data published in Baxter Magolda (1992), Knowing and Reasoning in College: Gender-Related Patterns in Students’ Intellectual Development.
Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30(1), 29–50.
Cheng, S. T. et al. (2010). Wisdom in East Asian and Western cultures: A cultural–comparative developmental perspective. Journal of Cross-Cultural Gerontology, 25(4), 333–348.
Glück, J. et al. (2018). Measuring wisdom: Existing approaches, continuing challenges, and new developments. The Gerontologist, 58(2), 164–173.
Granello, D. H. (2002). Assessing the cognitive development of counseling students: Changes in epistemological assumptions. Counselor Education and Supervision, 41(4), 279–293.
Greene, B. A. (1986). Cognitive-developmental level and social perspective-taking ability. (Unpublished dissertation).
Kasapoglu, K. (2020). The influence of intellectual development on approaches to learning: A study of Perry’s model with pre-service teachers in Turkey. Croatian Journal of Education, 22(2), 357–395.
Lapsley, D. K., & Enright, R. D. (1984). Cognitive complexity and ego development: A construct validity study of the Counselor Discretion Inventory. Journal of Personality Assessment, 48(4), 385–391.
Leeman, T., Knight, B., Fein, E., Winterbotham, S., & Webster, J. (2022). An evaluation of the factor structure of the SAWS and the creation of the SAWS-15. International Psychogeriatrics, 34(3), 241–251.
Lovell, C. W. (1999). Empathic-Cognitive Development in Students of Counseling. Journal of Adult Development, 6(4), 195–203.
Meyer, J. (1977). Study on Perry’s scheme and moral development (Reported in Moore, 1983).
Moore, W. S. (1983). Stage/Style interactions: The Perry scheme and the Myers–Briggs Type Indicator (ERIC Document Reproduction Service No. ED253792).
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Pasupathi, M., Staudinger, U. M., & Baltes, P. B. (2001). Seeds of wisdom: Adolescents’ knowledge and judgment about difficult life problems. Developmental Psychology, 37(3), 351–361.
Rezaei, A., & Mousanezhad Jeddi, E. (2020). Relationship between wisdom, perceived control of internal states, perceived stress, social intelligence, information processing styles and life satisfaction among college students. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 39(3), 927–933.
Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. Journal of Psychology, 136(1), 5–20.
Simmons, C. (2008). Correlates and predictors of cognitive complexity among counseling and social work students in graduate training programs (Doctoral dissertation, University of South Florida).
Taylor, M., Bates, G., & Webster, J. D. (2011). Comparing the psychometric properties of two measures of wisdom: predicting forgiveness and psychological well-being. Experimental Aging Research, 37(2), 129–141.
Torres, A. A. (1981). Field independence and the Perry scheme of intellectual development in college students (Doctoral dissertation, University of Texas at Austin).
Webster, J. D. (2003). An exploratory analysis of a self-assessed wisdom scale. Journal of Adult Development, 10(1), 13–22.
Webster, J. D. (2007). Measuring the character strength of wisdom. International Journal of Aging & Human Development, 65(2), 163–183.
Webster, J. D., Weststrate, N. M., Ferrari, M., Munroe, M., & Pierce, T. W. (2018). Wisdom and meaning in emerging adulthood. Emerging Adulthood, 6(2), 118–136.
Widick, C. (1975). An evaluation of developmental instruction in a university setting (Unpublished doctoral dissertation, University of Minnesota).
Yusof, N., & Carpenter, R. (1995). The effects of instruction on students' written argumentation across Perry positions. Paper presented at AERA.
Zhang, L. F. (1999). A comparison of U.S. and Chinese university students’ cognitive development: The cross-cultural applicability of Perry’s theory. Journal of Psychology, 133(4), 425–439.
Zhang, L. F. (2002). Thinking styles and cognitive development. Journal of Genetic Psychology, 163(2), 179–195.