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2019 WCGTC World Conference

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2.3.1 Polyhedron Model of Wisdom

Although research on wisdom has gained momentum over the last 30 years, the definition of wisdom and the question of how it can be cultivated continue to be unresolved. For this reason, a systematic review of the most commonly cited articles in psychology, management, business, and education was undertaken to examine points of consensus among conceptions of wisdom and how it might be fostered in educational settings. Based on this review, the Polyhedron Model of Wisdom was developed. This model identifies components that characterize wisdom: knowledge, reflectivity and self-regulation, pro-social behaviors and moral maturity, openness and tolerance, critical thinking, intelligence, creativity, and dynamic balance and synthesis.

Author(s):

Sareh Karami
skarami@purdue.edu
Purdue University
United States

   

Sareh Karami is a doctoral candidate in Gifted, Creative, and Talented Studies at Purdue University. Sareh worked for more than 10 years in the Iranian Gifted, where she had studied as a middle and high school student. She was the head of the research and extracurricular programs department in the middle school. She was also a teacher of creative writing. She received her bachelor’s and first master’s degree in clinical psychology from Thehran University, Iran. She received her second master’s in education from University of British Columbia in 2013. Her research interests are wisdom, talent development, creativity, and critical thinking.

Mehdi Ghahremani
mghahrem@purdue.edu
Purdue University
United States

   

Mehdi Ghahremani is a doctoral candidate in Gifted, Creative, and Talented Studies, Purdue University. He worked for more than 10 years in Iranian gifted schools (NODET), where he had studied as a middle and high school student. Mehdi was the head of the physics department in the Allameh Helli gifted high school in Tehran. Mehdi received his bachelor’s and first master’s degree in physics from Shahid Beheshti University, Iran. He received his second master’s in education from the University of British Columbia, Canada, in 2013. His research interests are gifted/talented education, critical thinking, creativity, and STEM.

Marcia Gentry
mgentry@purdue.edu
Purdue University
United States

   

Marcia Gentry is the director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on nontraditional services and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She is past chair of the AERA SIG, Research on Giftedness, Creativity, and Talent.

 


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