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
