Wisdom, intelligence, and creativity synthesized

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Preface......Page 11
THE PREHISTORY......Page 12
Stage 1: Componential Analyses of Analytical Abilities......Page 13
Stage 2: The Triarchic Theory of Human Intelligence......Page 15
Stage 3: The Theory of Successful Intelligence......Page 18
Stage 4: The Investment Theory of Creativity and the Propulsion Theory of Creative Contributions......Page 19
Stage 5: The Balance Theory of Wisdom......Page 20
PART I INTELLIGENCE......Page 21
CONCEPTIONS OF THE NATURE OF INTELLIGENCE......Page 23
Expert Opinions on the Nature of Intelligence......Page 25
Lay Conceptions of Intelligence......Page 27
Intelligence as Arising from Individual Differences: The Differential Model......Page 30
Intelligence is Simple: Galton’s Theory of Psychophysical Processes......Page 31
Intelligence is Complex: Binet’s Theory of Judgment......Page 34
Psychometric Models......Page 36
Thurstone’s Theory of Primary Mental Abilities......Page 37
Hierarchical Theories......Page 39
Evaluation......Page 41
Cognitive Structures......Page 42
Evaluation......Page 45
Cognitive Processes......Page 46
The Cognitive-Correlates Approach......Page 47
The Cognitive-Components Approach......Page 48
The Cognitive-Training Approach......Page 49
Evaluation......Page 50
Classical Approaches......Page 51
Evaluation......Page 55
CULTURE AND SOCIETY......Page 56
The Nature of Systems Models......Page 57
Different Names......Page 59
Dialectical Synthesis......Page 60
The Definition of Successful Intelligence......Page 62
Information-Processing Components Underlying Successful Intelligence......Page 64
Componential Analyses......Page 66
Factor Analyses......Page 70
Correlational Studies......Page 74
Instructional Studies......Page 82
The Societal System Created by Tests......Page 86
INTERIM SUMMARY......Page 88
INTELLIGENCE AS DEVELOPING EXPERTISE......Page 89
Elements of the Model......Page 91
Interactions of Elements......Page 94
The g Factor and the Structure of Abilities......Page 95
The Problem: Schools that Work for Some Students but Not for Others......Page 96
Strategy 1: Teaching for Memory Learning......Page 97
Strategy 2: Teaching for Analytical Learning......Page 98
Strategy 3: Teaching for Creative Learning......Page 99
Strategy 4: Teaching for Practical Learning......Page 100
Some General Principles......Page 101
Comparison to Other Pedagogical Theories......Page 102
Why Teaching for Successful Intelligence is Successful......Page 104
Objections......Page 105
CONCLUSION......Page 106
PART II CREATIVITY......Page 107
CREATIVITY AS A NEGLECTED RESEARCH TOPIC......Page 109
MYSTICAL APPROACHES TO THE STUDY OF CREATIVITY......Page 110
PRAGMATIC APPROACHES......Page 111
THE PSYCHODYNAMIC APPROACH......Page 112
PSYCHOMETRIC APPROACHES......Page 113
COGNITIVE APPROACHES......Page 117
SOCIAL-PERSONALITY APPROACHES......Page 119
EVOLUTIONARY APPROACHES TO CREATIVITY......Page 121
CONFLUENCE APPROACHES TO THE STUDY OF CREATIVITY......Page 122
TYPES OF CREATIVE CONTRIBUTIONS......Page 124
SUMMARY......Page 125
4 The Investment Theory of Creativity as a Decision......Page 126
The Strategies......Page 130
5 The Propulsion Theory of Creative Contributions......Page 144
Types of Creativity that Accept Current Paradigms and Attempt to Extend Them......Page 146
A Type of Creativity That Merges Disparate Current Paradigms......Page 147
Paradigm-Preserving Contributions that Leave the Field Where It Is......Page 149
Paradigm-Preserving Contributions that Move the Field Forward in the Direction It Already Is Going......Page 152
Paradigm-Rejecting Contributions that Move the Field in a New Direction from an Existing or a Pre-Existing Starting Point......Page 155
Paradigm-Rejecting Contributions that Restart the Field in a New Place and Move in a New Direction from There......Page 158
PART III WISDOM......Page 165
MAJOR APPROACHES TO UNDERSTANDING WISDOM......Page 167
Implicit-theoretical Approaches......Page 168
Explicit-Theoretical Approaches......Page 169
Wisdom as Successful Intelligence and Creativity Balancing Interests......Page 172
Individual and Developmental Differences Directly Affecting the Balance Processes......Page 175
Relations of Wisdom to Other Skills......Page 177
MEASUREMENT OF TACIT KNOWLEDGE IN WISDOM......Page 179
FOOLISHNESS......Page 180
Why Should Wisdom be Included in the School Curriculum?......Page 182
Some Past Orientations and Programs Relevant to the Development of Wisdom......Page 183
Sixteen Principles of Teaching for Wisdom Derived from the Balance Theory of Wisdom......Page 184
Procedures to Follow in Teaching for Wisdom......Page 185
TESTING THE BALANCE THEORY IN THE CLASSROOM......Page 188
Wisdom-Related Curriculum......Page 189
CONCLUSIONS......Page 193
PART IV SYNTHESIS......Page 195
IMPLICIT THEORIES......Page 197
EXPLICIT THEORIES......Page 200
The Role of Components......Page 201
SUCCESSFUL INTELLIGENCE......Page 202
Practical Skills......Page 207
IN SUM......Page 208
References......Page 209
Index......Page 235