Showing papers by "Robert J. Sternberg published in 2005"

A Threefold Model of Intellectual Styles.

Abstract: The field of styles presents three major controversial issues: styles as value-laden versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles—the Threefold Model of Intellectual Styles—which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhang’s body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others’ previous empirical findings in the literature. The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.

A handbook of wisdom : psychological perspectives

Abstract: Foreword Monika Ardelt Part I. Theories of Wisdom across Time, Culture, and Peoples: 1. Wisdom in history James E. Birren and Cheryl M. Svensson 2. Cultural foundations of wisdom: an integrated developmental approach Masami Takahashi and Willis F. Overton 3. Philosophical theories of wisdom Lisa M. Osbeck and Daniel N. Robinson 4. From the inside out: people's implicit theories of wisdom Susan Bluck and Judith Gluck 5. The psychology of wisdom: theoretical and empirical challenges Ute Kunzmann and Paul B. Baltes Part II. The Development of Wisdom across the Lifespan: 6. Young and growing wiser: wisdom during adolescence and young adulthood M. J. Richardson and M. Pasupathi 7. The quest for wisdom in adulthood: a psychological perspective Jennifer Jordan Part III. Wisdom and the Person: 8. Wisdom and personality Ursula M. Staudinger, Jessica DOrner and Charlotte Mickler 9. The role of emotions in the development of wisdom Mihaly Csikszentmihalyi and Jeanne Nakamura Part IV. Wisdom in Society: 10. Morality, ethics, and wisdom Joel J. Kupperman 11. Crossing boundaries to generative wisdom: an analysis of professional work Jeffrey L. Solomon, Paula Marshall and Howard Gardner 12. Wisdom in public policy Lloyd S. Etheredge Part V. The Absence of Wisdom: 13. Foolishness Robert J. Sternberg Discussion Warren Brown.

Creativity or creativities

Abstract: Creativity is typically thought of in the singular -- as an attribute. But it may instead be multiple. This article investigates three respects in which there might be multiple creativities-- processes, domains, and styles. It considers different potential models for multiple creativities. It concludes by suggesting that the different respects in which creativity might be multiple are complementary rather than mutually exclusive.

Intelligence, Race, and Genetics

Abstract: In this article, the authors argue that the overwhelming portion of the literature on intelligence, race, and genetics is based on folk taxonomies rather than scientific analysis. They suggest that because theorists of intelligence disagree as to what it is, any consideration of its relationships to other constructs must be tentative at best. They further argue that race is a social construction with no scientific definition. Thus, studies of the relationship between race and other constructs may serve social ends but cannot serve scientific ends. No gene has yet been conclusively linked to intelligence, so attempts to provide a compelling genetic link of race to intelligence are not feasible at this time. The authors also show that heritability, a behavior-genetic concept, is inadequate in regard to providing such a link.

The Theory of Successful Intelligence

Abstract: This article presents a theory of successful intelligence. The theory is substantially broader than conventional theories of intelligence. It defines intelligence in terms of the ability to achieve one’s goals in life, within one’s sociocultural contex t. The article is divided into four major parts. The article opens with a consideration of the nature of intelligence. Then it discuss es measurement of intelligence. Next it discusses how people can be intelligent but foolish. Finally it draws conclusions.

Styles of Thinking as a Basis of Differentiated Instruction

Abstract: We consider how to differentiate instruction using a theory of thinking styles as a basis for differentiation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the theory of mental self-government, considers issues of measurement, and presents data supporting the theory. Next, it discusses application of the theory in the classroom. Finally, it draws conclusions.

The psychology of hate

Abstract: Hate is among the most powerful of human emotions - it has caused great sorrow and suffering - and yet it has been understudied by psychologists. The Psychology of Hate is a groundbreaking book that brings together experts on the psychology of hate to present their diverse viewpoints in a single volume. The contributors address a set of questions that include: How do you conceptualize hate and what evidence is there for this conceptualization? What do you see as the role of hate in terrorism, massacres, and genocides? How can hate be assessed? The volume additionally provides concrete suggestions for how to combat hate, and attempts to understand the minds both of those who hate and those who are hated.

A model of educational leadership: Wisdom, intelligence, and creativity, synthesized

Abstract: This article presents a model of educational leadership—WICS—that encompasses wisdom, intelligence and creativity, synthesized. The article opens with a general discussion of issues in models of leadership. Then it discusses the role of creativity in leadership, dividing the discussion into academic and practical aspects. Next it deals with the role of intelligence in leadership. Then it discusses the role of wisdom in leadership. The article closes with a synthesis.

Unity in psychology: Possibility or pipedream?

Abstract: Psychology is becoming an increasingly specialized but fragmented field. Forces within psychology and society at-large have tended to push psychologists apart. It will take a concerted belief in the importance of unity to combat these forces and mend psychology's splintering image. Unity in Psychology: Possibility or Pipedream? examines the opportunities for psychologists to come together and unify. A distinguished group of contributors share their common belief that, at some level, the fragmentation of psychology is a mistake. There is a "cure," namely, an approach that emphasizes studying psychological phenomena from a variety of different perspectives. There is nothing new in this idea. On the contrary, it has been around for many years. Williams James certainly was a unified psychologist! Unity in Psychology: Possibility or Pipedream? will provoke psychologists to examine the forces that define the field and take an active role in shaping the future.

Older but not wiser? The relationship between age and wisdom

Abstract: This article reviews the literature on the relationship between wisdom and aging. It opens with a discussion of different approaches to defining what wisdom is. Philosophical, implicit-theoretical, and explicit-theoretical approaches are considered. The article continues with a consideration of the main perspectives on the relationship between wisdom and aging. Then the article discusses implicit-theories data relevant to the development of wisdom. Next, it considers explicit-theories data relevant to this development. Finally, it draws conclusions. Individual differences in and situational variables relevant to the development of wisdom may overwhelm any trends represented by gross group averages.

WICS: A model of giftedness in leadership

Abstract: When we identify people, especially children, for giftedness, we often neglect what arguably is the most important kind of giftedness of all—giftedness for leadership. Ultimately, the individuals we identify should not just be potentially “good” in one or more domains, but also potential leaders in that domain. There is a big difference between merely knowing a lot about a field and taking a leadership role in that field. Gifted adults— certainly those who are remembered—‐are those who take a leadership role. This article argues that effective leaders demonstrate in their leadership a synthesis of three elements: creativity, intelligence, and wisdom. Creativity is used to generate novel ideas; intelligence is used to analyze the quality of these ideas, as well as to implement the ideas and persuade others of their worth; and wisdom is used to balance the effects of these ideas on all possible stakeholders. This article reviews the proposed “WICS” (Wisdom‐Intelligence‐Creativity‐Synthesized) theory of gift...

WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized.

Abstract: Who are the people who become positive educational leaders? This essay presents WICS as a model of positive educational leadership. WICS stands for wisdom, intelligence, creativity, synthesized. Each of these elements is asserted to constitute one of the elements of educational leadership. Regrettably, our society is organized around a closed system of selection and talent development that emphasizes intelligence in a narrowly defined way that sometimes ignores its synthesis with creativity and wisdom.

WICS: A Model of Leadership

Abstract: This article argues that effective leaders demonstrate in their leadership a synthesis of three elements: creativity, intelligence, and wisdom. Creativity is used to generate novel ideas, intelligence to analyze the quality of these ideas, as well as to implement the ideas and persuade others of their worth, and wisdom to balance the effects of these ideas on all possible stakeholders. This article reviews the proposed "WICS" theory of leadership and compares it to some other theories.

There are no public-policy implications: A reply to Rushton and Jensen (2005).

Abstract: J P Rushton and A R Jensen (2005) purport to show public-policy implications arising from their analysis of alleged genetic bases for group mean differences in IQ This article argues that none of these implications in fact follow from any of the data they present The risk in work such as this is that public-policy implications may come to be ideologically driven rather than data driven, and to drive the research rather than be driven by the data The quest to show that one socially defined racial, ethnic, or other group is inferior to another in some important way, such that “the public must accept the pragmatic reality that some groups will be overrepresented and other groups underrepresented in various socially valued outcomes” (Rushton & Jensen, 2005, p 283), has what I believe to be a long, sad history Since ancient times, cynical political, religious, and other leaders have used such arguments to justify discriminatory ideological positions Does science want to provide them the ammunition? Scientists might argue that their work is value free and that they are not responsible for the repugnant or even questionable values or actions of opportunistic leaders Rushton and Jensen (2005) seem to believe, as have others, that they do perform a kind of value-free science and that they merely respect the truth However, using tests and scoring them in itself represents a value judgment: Taking a test means different things for diverse groups, and the backgrounds of varied groups who take these tests are different (Greenfield, 1997) Studying so-called races represents a value judgment because race is a social construction, not a biological concept, and Rushton and Jensen’s entire article is based on the false premise of race as having meaning other than in their and other people’s imaginations (Sternberg, Grigorenko, & Kidd, 2005) Deciding to study group differences represents a value judgment—that the problem is worth studying Deciding to show that one group is genetically inferior on an index is a value judgment as to what is worth showing These decisions, among others, indicate that there is no value-free science Few of us can hear our own accents when we speak—only other people have accents! In the same way, supposedly “value-free science” reflects the values of investigators who cannot see their own values underlying their research

Accomplishing the Goals of Affirmative Action—with or without Affirmative Action

Abstract: (2005). Accomplishing the Goals of Affirmative Action—with or without Affirmative Action. Change: The Magazine of Higher Learning: Vol. 37, No. 1, pp. 6-13.

The WICS Model of Organizational Leadership

Abstract: 6 96 Leadership is essential to the successful functioning of virtually any organization. Scholars of leadership attempt to understand what leads to success in leadership. Successful leaders need to do two things, among others. First, they need to have a story that followers can understand, accept, and, hopefully, support (see also Gardner, 1995). Second, they need to engage in complex processing that results in the creation, implementation, and monitoring of the story (see also Sternberg, 2003). The WICS model of leadership addresses both aspects of the leadership process. This model synthesizes many aspects of previous models. Thus it draws on much that is old, including trait, situational, behavioral, contingency, and transformational models. What do these models have to say about leadership? First, I present WICS. Then I relate it to past theories. Finally, I draw conclusions. WICS is an acronym that stands for wisdom, intelligence and creativity, synthesized. The model attempts to show how successful leadership involves the synthesis of the three qualities. In the center of the model is intelligence, traditionally defined as the ability to adapt to the environment (Cianciolo & Sternberg, 2004). According to the model used here, successful intelligence is one's ability to attain one's goals in life, given one's sociocultural context, by adapting to, shaping, and selecting environments , through a balance of analytical, creative, and practical skills (Sternberg, 1997). Underlying this ability are fundamental executive processes, or " metacomponents " (Sternberg, 1985): recognizing the existence of a problem, defining and redefining the problem, allocating resources to the solution of the problem, representing the problem mentally, formulating a strategy for solving the problem, monitoring the solution of the problem while problem solving is ongoing, and evaluating the solution to the problem after it has been solved. Analytical intelligence is involved when one applies these processes to fairly abstract problems that nevertheless take a relatively familiar form (e.g., intelligence-test items). Creative intelligence is involved when one applies the processes to relatively novel tasks and situations. Practical intelligence is involved when one applies the processes to everyday problems for purposes of adaptation to, shaping, and selection of environments. The theory of successful intelligence actually involves three subtheories (Sternberg, 1985). The first, com-ponential subtheory, specifies kinds of components—metacomponents (mentioned above), which are used to plan, monitor, and evaluate problem solutions; performance components, used to execute problem solutions; and knowledge-acquisition components, used to learn how to solve the problems …

Developing the Leaders of Tomorrow

Abstract: Schooling increasingly is developing styles of thinking associated with unsuccessful rather than successful forms of leadership, in organizations and other institutions. If societies do not change the values of their schools, they will promote weak rather than strong leadership in school as well as in the world of work. First, we discuss the attributes of good leaders. Next, we discuss the attributes that schools normally develop and the mismatch of these attributes to good leadership. Finally, we draw some conclusions as to how schooling needs to change.

“We Want Creativity! No, We Don’t!”

Abstract: This chapter complements that of Mumford and Hunter (this volume) by pointing out ways in which creativity can be more or less rewarded, depending on its type. Whereas Mumford and Hunter (this volume) discuss levels of organization, I discuss here different kinds of creative contributions. These contributions can either accept existing paradigms, propose new ones, or integrate new ones with old ones.