Category: Conceptual Foundations
We systematically reviewed 44 articles in psychology, management, and leadership, and education to examine points of consensus in conceptions of wisdom. Based on our review, we propose the Octahedron Model of Wisdom and suggest components that characterize wisdom including knowledge; reflectivity and self-regulation; pro-social behaviors and moral maturity; openness and tolerance; critical thinking; intelligence; creativity; and dynamic balance and synthesis.
West Lafayette, Indiana
Sareh Karami is a doctoral student in Gifted, Creative, and Talented Studies at Purdue University. Sareh worked for more than 10 years in the Iranian Gifted, where she had studied as a middle and high school student. She was the head of the research and extracurricular programs department in the middle school. She was also a teacher of creative writing. She received her bachelor’s and first master’s degree in clinical psychology from Thehran University, Iran. Sareh left her job to do more graduate work in education at the University of British Columbia. She received her second master’s in education from UBC in 2013. Her research interests are wisdom, Scale development, gifted education, creativity, cognitive development, and science education.
West Lafayette, Indiana
Mehdi Ghahremani is a doctoral candidate in Gifted, Creative, and Talented Studies, Purdue University. He worked for more than 10 years in Iranian gifted schools (NODET), where he had studied as a middle and high school student. Mehdi was the head of the physics department in the Allameh Helli gifted high school in Tehran. He was also a teacher of physics (grades 6–11) for more than 10 years.
Mehdi received his bachelor’s and first master’s degree in physics from Shahid Beheshti University, Iran. He received his second master’s in education from the University of British Columbia (UBC), Canada, in 2013.
His research interests are gifted/talented education, critical thinking, creativity, and STEM. Mehdi does research in exploring ways to activate effective and productive modes of thinking such as critical thinking and creativity, and ways to promote habits of mind associated with these modes of thoughts, specially in the context of STEM. His current project is to explore and understand the small group processes and group-level interactions of the students’ collaborative problem-solving endeavor in the context of engineering shared design practices, for middle and high school students, at extracurricular enrichment programs. Specifically, to what extent collaborative small-group-level processes facilitate cognitive and dispositional characteristics of creative behavior and shared design-thinking performances of middle and high school students, in STEM-related extracurricular summer enrichment courses.