A Polyhedron Model of Wisdom: A Systematic Review of the Wisdom Studies in Psychology, Management and Leadership, and Education

ABSTRACT

No consensus on a definition of wisdom exists. Hence, 50 articles were systematically reviewed from the fields of psychology, management and leadership, and education to examine points of consensus among conceptions of wisdom. These articles were limited to the most cited peer-reviewed articles published between 2006 and 2018 that include wisdom in the title and key words. Based on the review, the Polyhedron Model of Wisdom was developed with components that characterize wisdom including knowledge management, self-regulation, altruism and moral maturity, openness and tolerance, sound judgment and decision making, intelligence and creative thinking, and dynamic balance and synthesis translated into action. This study is a step toward defining wisdom components upon which strategies to foster wisdom could be built. In the future, researchers should investigate ways of fostering wisdom through enhancing components of wisdom.

KEYWORDS:

• gifted education
• Polyhedron Model of Wisdom
• theory development
• wisdom
• wisdom development

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Sareh Karami

Sareh Karami was a doctoral candidate in Gifted, Creative, and Talented Studies at Purdue University when this article was submitted, and is currently an assistant professor at Mississippi State University. Sareh served as the head of the research and extracurricular programs department and creative writing teacher in the Iranian gifted school for more than 10 years. She received her bachelor’s and first master’s degree in clinical psychology from the University of Tehran, Iran. Sareh left her job to do more graduate work in education at the University of British Columbia, Canada. She received her second master’s in education from UBC in 2013. Her research interests are wisdom development, giftedness, creativity, critical thinking, theory development, interventions, and instrument development. Email: [email protected]

Mehdi Ghahremani

Mehdi Ghahremani was a doctoral candidate in Gifted, Creative, and Talented Studies at Purdue University when this article was submitted, and is currently a Lecturer at Mississippi State University. He was 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, Canada. His research interests are STEM-talent development, critical thinking, and creativity. 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. Email: [email protected]

Fabio Andres Parra-Martinez

Fabio Andrés Parra-Martínez is a doctoral student in Gifted, Creative, and Talented Studies at Purdue University. Fabio received his bachelor’s degree with honors in English Philology from the National University of Colombia, where he was also an English and Spanish academic writing instructor. Fabio received the Undergraduate Research Experience Purdue-Colombia, UREP-C scholarship in 2015, to complete his undergraduate thesis at the Gifted Education Research and Resource Institute, GERI. He has been the dorm life coordinator of the GERI summer Residential Camp since 2016. His research interests are social-emotional characteristics of gifted children, wisdom, wisdom development, gifted education, and educational policy. Email: [email protected]

Marcia Gentry

Marcia Gentry is the director of the Gifted Education Research and Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She is past chair of the AERA SIG, Research on Giftedness, Creativity, and Talent; actively participates in NAGC; frequently contributes to the gifted education literature; and regularly serves as a speaker and consultant. Email: [email protected]