Intelligence, Creativity, and Wisdom: Exploring their Connections and Distinctions

Description

This edited collection examines the interrelationships between the psychological concepts of intelligence, creativity, and wisdom, while also presenting a systematic attempt to combine them within the overarching concept of meta-intelligence. Building on Robert J. Sternberg’s previous work, this authoritative volume brings together leading researchers in the field of intelligence, creativity, and wisdom to show the latest advances in this line of research through a selection of 18 chapters. Using a wide range or approaches, including psychological, cognitive, educational, and philosophical perspectives, internationally renowned scholars offer insights into the benefits of re-thinking our understanding of intelligence, creativity, and wisdom, and how they may helpfully be more integrated. This wide-ranging collection will appeal in particular to students and scholars of cognitive, differential, social, developmental, and educational psychology, as well as creativity studies, education, philosophy, and related disciplines. Preface Contents Notes on Contributors List of Figures List of Tables 1: Introduction: Intelligence, Creativity, and Wisdom—A Brief Intellectual History of the Theory and Research on their Interrelationships Five Models of the Relationship among Intelligence, Creativity, and Wisdom Model I. Labeling Model Model II. Fully Convergent Model (or Intelligence is What Really Matters) Model III. Partially Convergent Model Model IV. Fully Divergent Model How Are Propensities Elevated to Becoming Part of Intelligence, Creativity, and Wisdom? References 2: An Interdisciplinary Exploration Revealing Phenomena That Facilitate or Prevent Interconnections Among Intelligence, Creativity, and Wisdom Introduction Overview of Intelligence, Creativity, and Wisdom Some Examples of the Blending and Separation of Creativity, Intelligence, and Wisdom The Need for Panoramic Scanning How Interdisciplinary Exploration Can Strengthen the Overlapping Examples of Phenomena That Can Strengthen or Weaken the Overlap and Vigor of Creativity, Intelligence, and Wisdom Climate Change Worldviews Deceptive, Corrupt Social Media How to Strengthen the Intelligence-Creativity-Wisdom Overlap So We Can Deal with Macroproblems More Effectively Make the Corporate World More Ethical Recognize the Benefits of Cognitive Diversity Set up Powerful, Thoughtful Networks of Ethical Experts Make, Complex, Inaccessible Academic Publishing Visible to a Much Larger Population Concluding Thoughts Appendix Abstract The Story References 3: Navigating with Intelligence, Creativity, Personality, Emotion, and Wisdom in the Space-Time Continuum Introduction Definitions of constructs Creativity Intelligence Personality Emotion Wisdom Navigation Modeling Context: The Space-Time Continuum Freedom: The Loose Space-Loose Time Quadrant Digging Deeper: The Tight Space-Loose Time Quadrant Improvisation: The Loose Space-Tight Time Quadrant Pressure: The Tight Space-Tight Time Quadrant Navigation of the STC Conclusions References 4: Looking at Intelligence, Creativity, and Wisdom in the Chinese Way: A Troika Model of Mind Power The Chinese Epistemology Chinese Interpretations of Intelligence, Creativity, and Wisdom from the Three Schools of Thoughts Confucianism Taoism Zen Buddhism The Troika Model: An Integration of Intelligence, Creativity, and Wisdom The Three Agencies of Mind Power A Mental Self-Government Framework of the Three Agency Functions of the Three Agencies Interaction and Reciprocation of the Three Agencies Applications of The Troika Model: The Game of Go and Doing Science Go as the Situated Practice of the Troika Systems Logic Versus Reductive Logic in Scientific Inquiry Discussion References 5: Is Being a Smart, Creative, and Intellectually Humble Scientist Possible? Intelligence in Science: Acquiring Knowledge Creativity in Science: Creating Knowledge Wisdom in Science: Applying Knowledge Is the Smart, Creative, and Humble Scientist Possible? References 6: Wisdom, Intelligence and Creativity: An International Historical Perspective Wisdom, Intelligence and Creativity: An International Historical Perspective The Genius and the Sage in North America Wisdom, Creativity, Intelligence, and Genius in Ancient Mediterranean Culture History of Intelligence Research History of Creativity Research History of Wisdom Research The Models of Ayyari and Javanmardi in Iran Wisdom, Creativity, and Intelligence in Iranian Psychological Research Education and Real-World Problem Solving Wisdom, Creativity, Intelligence and the Sage in China Modern Research on Wisdom, Creativity, and Intelligence in China Implications for Educating and Assessing Wisdom, Creativity, and Intelligence in China Implications for Solving Real-World Problems Conclusion and Future Directions References 7: Wisdom, Intelligence, and Creativity Are Not the Same: But the World Needs Them All Difficult Real-Life Problems Need Wisdom, Intelligence, and Creativity How Do Wisdom, Intelligence, and Creativity Work Together in the Face of Life Problems? Two Arguments Why Wisdom, Intelligence, and Creativity Are Not Quite the Same Thing The Different Developmental Dynamics of the Four Capacities Few People Are High in All Four Capacities How Can Wisdom, Intelligence, and Creativity Collaborate? Science as an Example References 8: Intelligence and Wisdom’s Role in Moral Versus Amoral Creativity The AMORAL Model AMORAL Links to Intelligence and Wisdom The Interplay of Intelligence, Creativity, and Wisdom: Case Studies of Deception The Invisible Friend McArthur Wheeler’s Lemon Juice The Anonymous Donor Joseph “Yellow Kid” Weil’s Banking Scams Round-Up Micro-Donations Mark Landis, the Benevolent Art Forger Adolfo Kaminsky, the Life-Saving Document Forger The Robin Hood Effect Looking Forward References 9: Intelligence, Creativity, and Wisdom: The Three Musketeers of Positive Change Setting the Stage: Defining Intelligence, Creativity, and Wisdom Intelligence Creativity Wisdom Why Should We Care About Intelligence, Creativity, and Wisdom? On Four Types of Arguments On the Relationship Between Intelligence, Creativity, and Wisdom Intelligence and Creativity Intelligence and Wisdom Wisdom and Creativity An Integrated Model of Wisdom, Intelligence, and Creativity Conclusion References 10: Intelligence, Creativity, and Wisdom: A Case for Complex Problem Solving? Introduction Drawing the Lines Defining Intelligence Defining Creativity Defining Wisdom Complex Problem Solving Integration on a Conceptual Level Integration on a Measurement Level Conclusion and Next Steps References 11: Determining the ‘Common Good’ in Educating for Intelligence, Creativity, and Wisdom Examining Intelligence, Creativity, and Wisdom in the Context of Education Consideration of Key Terms The Potential of Wisdom in Australian Students Four Relevant Capabilities Underpinning the Development of Wise Problem-Solving Teaching for the ‘Common Good’ Conclusion: Determining the ‘Common Good’ in Formal Schooling Systems Understand what small-w wisdom is and to operationalize it so it can be meaningfully incorporated into the classroom as wise problem-solving skills. Teach an age-appropriate set of core Australian values as a ‘common good’ as a prerequisite for the development of general capabilities. Understand the potential for creative approaches to problem-solving that consider both individual and broader ‘common good’. Provide strategies to evaluate solutions for their wisdom. References 12: Integrating Intelligence, Creativity, Wisdom: The Role of Emotions Defining Intelligence, Creativity, and Wisdom Intelligence: From General to Specific Creativity: From Cognitive Abilities to Actions and Achievement Wisdom: From Personal to General Decision-Making: The Role of Intelligence, Creativity, and Wisdom Intelligence and Emotions in Decision-Making Creativity and Emotions in Decision-Making Wisdom and Emotions in Decision-Making Toward Integrating Creativity, Intelligence, and Wisdom: The Role of Emotions and Emotion Abilities References 13: Wise Choices for Children: Enabling Students to Develop Their Creative Productivity and Wisdom with Opportunities, Resources, and Encouragement Three-Ring Conception of Giftedness, Triad Model, Schoolwide Enrichment Model Intelligence Multiple Intelligences Successful Intelligence Adaptive Intelligence Creativity Personal Creativity Four C Model of Creativity Wisdom and Wise Choices Berlin Wisdom Paradigm Balance Theory of Wisdom 4W Model of Wisdom Wisdom and Creativity Relationships Among Wisdom, Creativity, and Intelligence A Unified School-Based Approach to Teaching Wisdom, Creativity, and Talent Development References 14: Intelligence, Creativity, Wisdom: A 6P Analysis Press Intelligence Creativity Wisdom Persons Intelligence Creativity Wisdom Process Intelligence Creativity Wisdom Problems Intelligence Creativity Wisdom Products Intelligence Creativity Wisdom Purpose Intelligence Adaptive Intelligence Creativity Transformational Creativity Wisdom Conclusion References 15: Intelligence, Creativity, and Wisdom Are Situated in the Interaction Among Person × Task × Situation A Different Way to Think About Abilities and Their Relationship to Intelligence Level 1: Propensities Level 2: Tasks Level 3: Situations Level 4: Intelligence, Creativity, Wisdom Level 5: Meta-intelligence Summary References Index