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Using a grounded theory approach to the study of historical texts and an expert interview, this study investigates culturally embedded conceptions of giftedness as evidenced in one of the most important Iranian literary canons, The Gulistan, to guide the development of education and programming for gifted and talented students in Iran. The Gulistan depicts the real world in its stories. Historically, The Gulistan has provided guidance to gifted and wise individuals regarding how to live life. Investigating these conceptions in The Gulistan’s stories gives us significant insight into what historically has counted as giftedness in the Iranian culture. Main themes arising from this study include Saheb Ferasat (insighted), Shukhdideh (wit), Dana & Aghel (practical intelligent), Kheradmand (wise), and Hakim (sage). This study is an exploration of an approach to developing an Iranian conception of giftedness that is embedded in the culture. The framework and findings may be of interest to scholars, policy makers, and educators in various roles. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Gifts can be individually, dyadically, or collectively chosen and oriented. Society, in its identification of the gifted, has chosen to focus on individual and sometimes dyadic goods. This practice represents a culture of individualism, but it has become solipsistic. We argue that identification instead should focus on those most likely to help to achieve a collective common good—who will bestow on others, gifts that are broadly beneficial especially to those most in need of help. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that might have seemed valid in the early 20th century but that now are known not to be. Second, we discuss wisdom—what it is and how it is structured. Third, we discuss different kinds of wisdom and why they matter. We further discuss “4W’s” of wisdom. Fourth, we discuss the role of wisdom in the identification of gifted individuals. Fifth and finally, we conclude that our emphasis in the understanding, identification, and development of gifted individuals needs to be expanded to include wisdom, and certainly not just IQ. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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The present study was conducted with the aim of discovering the Iranian gifted school teachers' conception of wisdom. The descriptive Phenomenological method was used for this purpose.The statistical population of the research included the teachers of the gifted schools of Isfahan city in 2022. The research sample was selected from among the teachers based on the purposeful sampling method and continued until data saturation. Based on this, 21 people (8 men and 13 women) were interviewed and the duration of the interviews was between 30 and 45 minutes. In order to deeply understand the understanding of gifted school teachers, in-depth interviews were used to spread two-way dialogue. The data obtained from the interviews were analyzed through the 6-step model of Clark and Brown. Also, Lincoln's and Goba's four criteria were used to check validation. The findings showed that the teachers of gifted schools' perception of wisdom includes three main themes of cognitive and rational skills, communication and interpersonal skills, and compassion and care for others. Based on these findings, it can be stated that aspects of wisdom can be seen in teachers' perceptions, and aspects of it have not been emphasized based on the existing background.
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A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)
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This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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- Book Section (1)
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Entre 2000 y 2026
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Entre 2010 y 2019
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- 2016 (1)
- Entre 2020 y 2026 (5)
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Entre 2010 y 2019
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