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This rich collection reveals synergies across multiple perspectives towards a vision of wisdom today's world very much needs. This is a comprehensive review of the psychological literature on wisdom by leading experts in the field. It covers the philosophical and sociocultural foundations of wisdom and showcases the measurement and teaching of wisdom. The book explains the connection of wisdom to intelligence and personality alongside its relationship with morality and ethics. It also explores the neurobiology of wisdom, its significance in medical decision-making, and wise leadership. The book discusses how to develop wisdom and gives practical information about how to instill it in others. It is accessible to a wide readership and includes virtually all of the major theories of wisdom, as well as the full range of research on wisdom as it is understood today. It takes both a basic-science and applied focus, making it useful to those seeking to understand wisdom scientifically and to those who wish to apply their understanding of wisdom to their own work. The book might provoke new ideas and spark new research both in academia and in real-life applied contexts. And perhaps, sooner or later, this volume and others like it will inspire people, especially policy-makers, to act more wisely. Maybe, the editors and authors can contribute a few small steps to the transitions that humanity needs to make if it wants to survive. This handbook is written not only for students of wisdom and researchers in the field but also for anyone who seriously wants to understand wisdom and how it has the potential to change the world. The authors hope that, after reading this volume, one will want to contribute to those changes that make the world a better and more humane place. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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This book provides a comprehensive and international overview of key challenges and issues in the field of gifted education, making this an invaluable volume for individuals in the fields of education, public and private school administration, psychology and beyond. It provides a current global overview of the challenges and issues in the field of gifted education for public and private school administrators, teachers, psychologists, researchers and parents. A particular emphasis throughout the chapters is on diversity—both in the population of young people in general, and within those identified as 'gifted'. The concepts of 'giftedness' and 'gifted education' have no predetermined, universal definitions. The political, economic and social climates within a region or a country influence each definition; and can be slanted towards the benefit of the state or the development of individual potential, or, ideally, for the benefit of both. The book is organized into three parts. Part I of the book analyses the following issues: What do we mean by giftedness? How is giftedness identified? The broad emphasis throughout the text is on creative and intellectual giftedness, although many authors discuss the wide range of human abilities and potentials. Part II mainly discusses differentiation issues with regard to school curricula and flexibility within programmes and practices; but all authors who discuss aspects of the curriculum, also discuss enrichment and extension activities outside the curriculum. Part III presents chapters outlining gifted education in a wide range of countries. The book examines current topics, such as context-based creativity, artificial intelligence and spiritual intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This book is written for researchers, undergraduate and graduate students, and individuals interested in promoting creativity despite a history of adversity. It incorporates research findings from diverse fields of study in an effort to present the complex interactions between creativity, trauma/loss, and factors that promote resilience. The book covers general theories of creativity as they apply along the continuum from everyday creative activities to eminent creativity. Primarily, it looks at the person rather than the creative product. The book presents information about the psychobiological processes that are amplified within creativity, including the capacity to achieve flow (optimal) states. It examines the long-lasting effects of childhood adversity and early attachment in relationship to the effects they have on creative achievement. The book also outlines the psychological and neurobiological nature of trauma along with an in-depth discussion on shame and dissociation. It discusses strategies related to self-regulation, including hardiness, resilience, and post-traumatic growth. The book explores the constriction and fostering of creativity and well-being. It focuses on integrating two diverse fields, creativity and traumatology. The book is divided into three sections. Section One, Creativity, focuses on creativity theories as they relate to everyday creativity and to eminent creativity across all domains. Section Two, Trauma, attention is directed to trauma and loss across the lifespan. Section Three, Resilience, is directed toward regulation, resilience, and post-traumatic growth. Educators, students, and researchers can benefit from a greater understanding of the interacting effects of creativity, trauma, and resilience. Many talented and gifted individuals struggle with unresolved mourning; they falter in their attempts to realize their potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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Over the last years I have written many books, blogs and articles about different topics in gifted education. But this time I have an urge to write about leadership in gifted education. This topic is one of the most important topics in gifted education. Even though there is no universal definition of leadership, there is a lot of literature on leadership in business, military, and government, but not enough research and information about this topic in education and psychology. In addition, we still must figure out how to develop the leadership skills on a global level. We need a new approach motivating girls to become leaders and we must understand the relationship between giftedness, genetics and creativity. In this book, the authors will try to explain the meaning of leadership and light up some points about the characteristics of great leaders. Then you will read about leadership in gifted education—why we need leaders in gifted education and how we can understand and develop leadership potential in gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)