Wisdom and Creativity in Gifted Students


Published: Sep 14, 2021
Keywords:
wisdom creativity leadership moral values gifted students
Ευαγγελία Καρανάνα
Όλγα Κόφα
Αλέξανδρος-Σταμάτιος Αντωνίου
Abstract

Wisdom constitutes a key factor in determining an individual's value based decisions. Wisdom and creativity are positively correlated concepts since the right judgment with regard to the demanding problems of life entails a prerequisite degree of creative thinking. Given their advanced moral development and reasoning, gifted students are distinguished for their high levels of wisdom and creativity. At times, researchers have developed various education models for gifted students, focusing on the development of wisdom and the cultivation of moral values, with the ultimate goal of undertaking leadership roles. In parallel, appropriate teaching strategies have been designed with a view to enhancing gifted students’ creative and critical thinking. The primary goal of gifted education programs should be the moulding of wise and moral personalities empowered to face the challenges and moral dilemmas arising within the 21st century.

Article Details
  • Section
  • Articles
Downloads
Download data is not yet available.
References
AMBROSE, D. (2019). Giftedness and wisdom. In R. Sternberg & J. Glück (Eds.), The Cambridge Handbook of Wisdom (Cambridge Handbooks in Psychology, pp. 465-482). Cambridge: Cambridge University Press.
ALZAHRANI, A. A., AL-DHAIMAT, Y., & SHAHIN, A. (2020). The Effectiveness of Future Problem-Solving Program (FPSP) in Developing Creative Thinking Skills Among Gifted Students: Experimental Study. Journal of Education and Practice, 11(9), 138-147.
AMBROSE, D. (2019). Giftedness and wisdom. In R. J. Sternberg & J. Glück (Eds.), The Cambridge handbook of wisdom (p. 465–482). Cambridge University Press.
AMBROSE, D., & CROSS, T. L. (2009). Morality, ethics, and gifted minds (Vol. 385). New York, NY: Springer.
ΑΝΤΩΝΙΟΥ, Α.-Σ. (2009). Χαρισµατικά και ταλαντούχα παιδιά. Αθήνα: Ιατρικές Εκδόσεις Πασχαλίδη.
BAER, J. (2015). The Importance of Domain-Specific Expertise in Creativity, Roeper Review, 37(3), 165-178.
BANGEN, K. J., MEEKS, T. W., & JESTE, D. V. (2013). Defining and assessing wisdom: A review of the literature. The American Journal of Geriatric Psychiatry, 21(12), 1254-1266.
COTTRELL, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. London: Palgrave.
CSEH, G. M., & JEFFRIES, K. K. (2019). A scattered CAT: A critical evaluation of the consensual assessment technique for creativity research. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 159-166.
DAVIS, A. G., RIMM, B. S, & SIEGLE, D. (2011). Εκπαίδευση Χαρισματικών Παιδιών (Α.-Σ. Αντωνίου, Μ. Παπαδάτου-Παστού, Σ. Πολυχρονοπούλου, Επιμ.). Αθήνα: Επιστημονικές Εκδόσεις Παρισιάνου.
DELISLE, J., & SCHULTZ, R. (2016). The legacy of George and Annemarie Roeper (special issue). Roeper Review, 38(4), 1-12.
DIXON, F. A., PRATER, K. A., VINE, H. M., WARK, M. J., WILLIAMS, T., HANCHON, T., & SHOBE, C. (2004). Teaching to their thinking: A strategy to meet the critical-thinking needs of gifted students. Journal for the Education of the Gifted, 28(1), 56-76.
ERIKSON, E. H. (1964). Insight and responsibility. Lectures on the ethical implications of psychoanalytic insight. New York, NY: Norton.
ERIKSON, E. H. (1982). The life cycle completed. A review. New York, NY: Norton.
GUBE, M., & LAJOIE, S. (2020). Adaptive expertise and creative thinking: A synthetic review and implications for practice. Thinking Skills and Creativity, 35, 100630.
GUIGNARD, J. H., KERMARREC, S., & TORDJMAN, S. (2016). Relationships between intelligence and creativity in gifted and nongifted children. Learning and Individual Differences, 52, 209-215.
GUILFORD, J. P. (1967). Creativity: Yesterday, today and tomorrow. The Journal of Creative Behavior, 1(1), 3–14.
HALPERN, D. F. (2014). Critical Thinking Across the Curriculum: A Brief Edition of Thought & Knowledge. New York: Routledge.
HENRIKSEN, D., HENDERSON, M., CREELY, E., CERETKOVA, S., ČERNOCHOVÁ, M., SENDOVA, E., & TIENKEN, C. H. (2018). Creativity and technology in education: An international perspective. Technology, Knowledge and Learning, 23(3), 409-424.
JESTE, D., ARDELT, M., BLAZER, D., KRAEMER, H., VAILLANT, G., & MEEKS, T. (2010). Expert consensus on characteristics of wisdom: A Delphi method study. The Gerontologist, 50(5), 668-680.
KARAMI, S., GHAHREMANI, M., PARRA-MARTINEZ, F. A., & GENTRY, M. (2020). A polyhedron model of wisdom: A systematic review of the wisdom studies in psychology, management and leadership, and education. Roeper Review, 42(4), 241-257.
KASHANI-VAHID, L., AFROOZ, G., SHOKOOHI-YEKTA, M., KHARRAZI, K., & GHOBARI, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students?. Thinking Skills and Creativity, 24, 175-185.
KIM, J. Y., & KO, Y. G. (2007). If gifted/learning disabled students have wisdom, they have all things!. Roeper Review, 29(4), 249-258.
ΚΟΦΑ, Ο., & ΑΝΤΩΝΙΟΥ, Α.-Σ. (2020). Σοφία και ηγετικό προφίλ ως παράμετροι επαγγελματικής ανάπτυξης. Στο Κ. Αργυροπούλου & Α.-Σ. Αντωνίου (Επιμ.), Διαχείριση Σταδιοδρομίας και Ανάπτυξη Δεξιοτήτων στο Σύγχρονο Εκπαιδευτικό και Εργασιακό Περιβάλλον (σελ. 111-128). Αθήνα: Εκδόσεις Γρηγόρη.
LIN, C. S., & WU, R. Y. W. (2016). Effects of Web-Based Creative Thinking Teaching on Students' Creativity and Learning Outcome. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1675-1684.
NEXT GENERATION SCIENCE STANDARDS LEAD STATES. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Retrieved from http://www.nextgenscience.org/nextgeneration-science-standards
PAEK, S. H., & SUMNERS, S. E. (2017). The indirect effect of teachers’ creative mindsets on teaching creativity. The Journal of Creative Behavior, 53(3), 298-311.
PIIRTO, J. (2004). Understanding creativity. Scottsdale, AZ: Great Potential Press.
PIIRTO, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Rotterdam: Sense Publishers.
PISKE, F. H. R., & STOLTZ, T. (2020). Meeting the socio-emotional dimension of gifted students based on Vygotsky. Culture & Psychology, 1-25.
PISKE, F. H. R., STOLTZ, T., GUÉRIOS, E., & COSTA-LOBO, C. (2020). Socio-emotional Development and Creativity of Gifted Students. Coimbra: Coimbra University Press.
PISKE, F. H. R., STOLTZ, T., GUÉRIOS, E., DE CAMARGO, D., DE FREITAS, S. P., & DIAS, C. L. (2017). Complexity in Promoting a Teaching to Develop Creativity of Gifted Students: Contributions from Morin and Jung. Creative Education, 8, 925-934.
RENZULLI, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84(1), 33–58.
RENZULLI, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56, 150-159.
RINN, A. N., & BISHOP, J. (2015). Gifted adults: A systematic review and analysis of the literature. Gifted Child Quarterly, 59(4), 213-235.
SCHREGLMANN, S., & ÖZTÜRK, F. K. (2018). An evaluation of gifted students’ perceptions on critical thinking skills. Journal for the Education of Gifted Young Scientists, 6(4), 1-16.
SCHULMAN, M. (2002). How we become moral: The sources of moral motivation. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 499–512). New York: Oxford University Press.
SHI, B., WANG, L., YANG, J., ZHANG, M., & XU, L. (2017). Relationship between divergent thinking and intelligence: An empirical study of the threshold hypothesis with Chinese children. Frontiers in Psychology, 8, 254.
STERNBERG, R. J. (2003). WICS as a model of giftedness. High Αbility Studies, 14(2), 109-137.
STERNBERG, R. J. (2005). The WICS model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (p. 327–342/2nd ed.). Cambridge, UK: Cambridge University Press.
STERNBERG, R. J. (2017). ACCEL: A new model for identifying the gifted. Roeper Review, 39(3), 152-169.
STERNBERG, R. J., & HALPERN, D. F. (EDS.). (2020). Critical Thinking in Psychology (2nd Edition). Cambridge: Cambridge University Press.
SUBOTNIK, R. F., EDMISTON, A. M., COOK, L., & ROSS, M. D. (2010). Mentoring for talent development, creativity, social skills, and insider knowledge: The APA catalyst program. Journal of Advanced Academics, 21(4), 714-739.
THOMPSON, T. (2017). Teaching creativity through inquiry science. Gifted Child Today, 40(1), 29-42.
TIRRI, K., & LAINE, S. (2017). Ethical challenges in inclusive education: The case of gifted students. In C. Forlin & A. Gajewski (Eds.), Ethics, Equity, and Inclusive Education (pp. 239-257). Bingley, England: Emerald.
TORRANCE, E. P. (1966). Torrance tests of creative thinking: Directions manual and scoring. Princeton: Personnel Press.
TORRANCE, E. P. (1975). Sociodrama as a creative problem-solving approach to studying the future. The Journal of Creative Behavior, 9(3), 182-195.
WEBSTER, J. D. (2007). Measuring the character strength of wisdom. International Journal of Aging and Human Development, 65(2), 163–183.
XU, Y., MA, X., TAN, D., GUO, C., GUO, D., & SHAO, J. (2019). Research on Classification Method of Undergraduates' Creative Ability for Classified Teaching. Higher Education Studies, 9(4), 21-32.
Most read articles by the same author(s)