Next week I would like to learn more about curriculum that caters to more interdisciplinary learning.
Also, even though my edX class won't let me back in, here's a picture of a squirrel that I drew.
Wednesday, October 30, 2019
W7P3: The Polymathic Personality
I hated the article I read this week. Part of the problem with finding articles to use in my research is that many of the authors who write about polymathy consider themselves polymaths and display a clear, self entitled, bias in their writing that is insufferable to read. I'm also eager to get my hands on some concrete data to support all of these psychological studies with little grounding that are driving me crazy.
Next week I would like to learn more about curriculum that caters to more interdisciplinary learning.
Also, even though my edX class won't let me back in, here's a picture of a squirrel that I drew.
Next week I would like to learn more about curriculum that caters to more interdisciplinary learning.
Also, even though my edX class won't let me back in, here's a picture of a squirrel that I drew.
W7P2: The Polymathic Personality
Polymathy stems from two foundational goals. The first is to acquire as much breadth and richness of knowledge as possible, and the second to maximize their own potential to shape the world by means of solving problems. While ordinary learners may compartmentalize their pursuits into professional focuses and avocational hobbies, polymaths go out of their way to integrate all of their pursuits and knowledge. This is a result of the fact that interdisciplinary approaches are becoming more relevant to today's problems. Polymaths understand this and seek to develop a broader understanding of the world as a whole in hopes of being able to comprehend larger scale ideas, the likes of which they tend to be most curious about.
By far the most important aspect of polymathy is the idea that their learning is fueled by creativity. The desire to build new bridges between different ideas in order to create novel solutions is deeply creative and also enables polymaths to complete their second goal of building a toolkit of knowledge with which they can better solve problems.
Furthermore, there are three stages defined within the life cycle of a successful polymath that enable them to achieve success in multiple disciplines. The first stage being developing the personality traits necessary to become a polymath. In this stage, a learner develops creativity and curiosity and eagerly explores all possible disciplines, all the while drawing up grand, occasionally unachievable, plans to cure the world of all ailments. During the second stage, a learner will deepen their understanding of the world. Although a polymath never stops learning, this is the foundational stage during which they acquire the skills and knowledge they need to proceed into the third stage. During this last stage, a polymath begins to utilize the skills they have learned. All of the knowledge and skills they acquired in stages 1 and 2 come together and the polymath begins to achieve at a higher level and make valuable contributions to society.
By far the most important aspect of polymathy is the idea that their learning is fueled by creativity. The desire to build new bridges between different ideas in order to create novel solutions is deeply creative and also enables polymaths to complete their second goal of building a toolkit of knowledge with which they can better solve problems.
Furthermore, there are three stages defined within the life cycle of a successful polymath that enable them to achieve success in multiple disciplines. The first stage being developing the personality traits necessary to become a polymath. In this stage, a learner develops creativity and curiosity and eagerly explores all possible disciplines, all the while drawing up grand, occasionally unachievable, plans to cure the world of all ailments. During the second stage, a learner will deepen their understanding of the world. Although a polymath never stops learning, this is the foundational stage during which they acquire the skills and knowledge they need to proceed into the third stage. During this last stage, a polymath begins to utilize the skills they have learned. All of the knowledge and skills they acquired in stages 1 and 2 come together and the polymath begins to achieve at a higher level and make valuable contributions to society.
W7P1: The Polymathic Personality
https://www.academia.edu/37288514/Polymathy_A_New_Outlook
https://www.academia.edu/11357695/Artistic_Scientists_and_Scientific_Artists
Some people possess a personality, i.e., a set of motivational, emotional and cognitive patterns, that can be intimately associated with the undertaking of a polymathic life project
A person with a polymathic personality places cardinal value upon and is driven toward two principal goals: (i) the development of a conscience with as much richness of knowledge and experience as possible and (ii) exercise one’s potential agency to enhance and transform the world.
Polymathic people also tend to see beyond the vocation-avocational dichotomy. While some non-polymathic people may compartmentalize their activities between vocational and avocational — the former being useful while the latter being peripheral and alienated from one’s professional realm —, polymathic people will instead seek to integrate their “bewildering miscellany of activities” (cf. R. Root-Bernstein et al. 1995, p. 131) into successful and effective “networks of enterprise” (see Gruber 1988, 1989).
The polymathic pursuit entails a constant process of encodement, reencodement and sophistication of sets of mathemata across different domains, which contrasts with the behavior of other types who do not venture much outside their primary domain (specialists) or who seek breadth but not so much depth of knowledge (dilettantes). By delving into diverse fields and making the brain cope with lots of new information often, polymathic people may have access to unique opportunities to improve their productivity and efficiency, especially regarding general learning, creativity, and resource (e.g., time, information) management
Biographic and historiometric studies show that outstandingly creative people tend to be also unusually polymathic (see R. Root-Bernstein et al., 1993, 1995, 2008). Thus, it can be posed that polymathic behavior may play a prominent role for people who pursue particularly disruptive kinds of goals, such as pioneering a new discipline or challenging the assumptions of an existing field.
The first stage, polymathic antecedents, refers to personality characteristics, aptitudes, and behavioral tendencies that are primordial elements in a polymathic life project. The second stage, polymathic mediators, refers to stores of mathemata and procedural skills that are acquired and developed along a person’s life; they are pivotal for one’s progress toward polymathic goals. The third stage, polymathic achievements, refers to attainments and outcomes that represent the pinnacle of the polymathic development; they include valuable personal achievements as well as the generation of valuable contributions to society
https://www.academia.edu/11357695/Artistic_Scientists_and_Scientific_Artists
Some people possess a personality, i.e., a set of motivational, emotional and cognitive patterns, that can be intimately associated with the undertaking of a polymathic life project
A person with a polymathic personality places cardinal value upon and is driven toward two principal goals: (i) the development of a conscience with as much richness of knowledge and experience as possible and (ii) exercise one’s potential agency to enhance and transform the world.
Polymathic people also tend to see beyond the vocation-avocational dichotomy. While some non-polymathic people may compartmentalize their activities between vocational and avocational — the former being useful while the latter being peripheral and alienated from one’s professional realm —, polymathic people will instead seek to integrate their “bewildering miscellany of activities” (cf. R. Root-Bernstein et al. 1995, p. 131) into successful and effective “networks of enterprise” (see Gruber 1988, 1989).
The polymathic pursuit entails a constant process of encodement, reencodement and sophistication of sets of mathemata across different domains, which contrasts with the behavior of other types who do not venture much outside their primary domain (specialists) or who seek breadth but not so much depth of knowledge (dilettantes). By delving into diverse fields and making the brain cope with lots of new information often, polymathic people may have access to unique opportunities to improve their productivity and efficiency, especially regarding general learning, creativity, and resource (e.g., time, information) management
Biographic and historiometric studies show that outstandingly creative people tend to be also unusually polymathic (see R. Root-Bernstein et al., 1993, 1995, 2008). Thus, it can be posed that polymathic behavior may play a prominent role for people who pursue particularly disruptive kinds of goals, such as pioneering a new discipline or challenging the assumptions of an existing field.
The first stage, polymathic antecedents, refers to personality characteristics, aptitudes, and behavioral tendencies that are primordial elements in a polymathic life project. The second stage, polymathic mediators, refers to stores of mathemata and procedural skills that are acquired and developed along a person’s life; they are pivotal for one’s progress toward polymathic goals. The third stage, polymathic achievements, refers to attainments and outcomes that represent the pinnacle of the polymathic development; they include valuable personal achievements as well as the generation of valuable contributions to society
Monday, October 14, 2019
W6P3: Contextualizing Polymathy
This week's learning answered some questions I'd had earlier about what creates a polymath. My reading delved into a phenomenological study of several polymaths in order to draw conclusions about the upbringings and lives of these interdisciplinary learners. I was planning on continuing my edX course this week, but it seems I no longer have access to it which is kind of inconvenient. Regardless, I was planning on directing my learning more in the direction of this independent research I'm doing on polymathy so I am not too distressed about losing access to my course. I hope it's ok if I modify my studies in this way.
I'm approaching the end of this big study I've been reading the past few weeks, and I'm very happy with everything I've learned from it. I expect that the rest of the book will tie up some loose ends and then in the next weeks I will try to find some scientific literature that makes a direct connection between art and science because that's what I was most interested in when I chose this as my topic. My questions this week are about the advantages of studying art and science and I hope I will be able to find a similarly comprehensive studies about them.
I'm approaching the end of this big study I've been reading the past few weeks, and I'm very happy with everything I've learned from it. I expect that the rest of the book will tie up some loose ends and then in the next weeks I will try to find some scientific literature that makes a direct connection between art and science because that's what I was most interested in when I chose this as my topic. My questions this week are about the advantages of studying art and science and I hope I will be able to find a similarly comprehensive studies about them.
W6P2: Contextualizing Polymathy
Although a polymath is merely defined as "an individual whose knowledge spans a significant number of subjects" there are many traits that contribute to the development of a polymath. They are inherently voracious learners, their desire to learn extends beyond any one subject and they are eager to explore all of the knowledge the world has to offer. Because of their desire to learn, polymaths are usually passionate readers, because reading enables them to independently study anything and everything that interests them. Curiosity is an essential aspect of polymathy.
Those who become polymaths usually fail to "fit into a box", and refuse to specialize themselves to a single area of study. Depending on their upbringing, this means that polymaths can occasionally do rather poorly in school sometimes even opting out of a college education. This is due to their rejection of today's specialization driven society. Interdisciplinary learners are reluctant to assign themselves to a single major, and can often take to designing their own. Similarly, many polymaths find careers as entrepreneurs because of the freedom such an occupation grants them to explore different interests.
Some individuals are naturally more inclined to be polymaths, but upbringing plays a significant role in developing a passion for learning, that which leads to interdisciplinary pursuits. Families that encourage children to try new things and don't steer them away from subjects they may believe are less important are more likely to raise polymaths as children.
One advantage of having a wide skill set is that it enables an individual to better connect with a broader range of people. Polymaths can better relate to more people quite simply because they are more likely to share interests with other people.
Finally, polymathy can become an investment in terms of both time and money. There are instances where polymathy emerges out of necessity, where an individual raised in a lower class acquires a wide skill set in order to survive. But more commonly, polymaths invest significant time and money into sating their curiosity.
Those who become polymaths usually fail to "fit into a box", and refuse to specialize themselves to a single area of study. Depending on their upbringing, this means that polymaths can occasionally do rather poorly in school sometimes even opting out of a college education. This is due to their rejection of today's specialization driven society. Interdisciplinary learners are reluctant to assign themselves to a single major, and can often take to designing their own. Similarly, many polymaths find careers as entrepreneurs because of the freedom such an occupation grants them to explore different interests.
Some individuals are naturally more inclined to be polymaths, but upbringing plays a significant role in developing a passion for learning, that which leads to interdisciplinary pursuits. Families that encourage children to try new things and don't steer them away from subjects they may believe are less important are more likely to raise polymaths as children.
One advantage of having a wide skill set is that it enables an individual to better connect with a broader range of people. Polymaths can better relate to more people quite simply because they are more likely to share interests with other people.
Finally, polymathy can become an investment in terms of both time and money. There are instances where polymathy emerges out of necessity, where an individual raised in a lower class acquires a wide skill set in order to survive. But more commonly, polymaths invest significant time and money into sating their curiosity.
W6P1: Contextualizing Polymathy
To someone with polymathic tendencies, the idea of focusing in a single area feels like an impossibility—simply not an option—too uncomfortable
A polymath needs a variety of experiences to be happy, and if they cut out part of who they are, it feels like something is missing
several participants credited their polymathy, to some extent, to random encounters—chance meetings where opportunities presented themselves, and the polymath chose to pursue them, thus broadening their base of experiences, knowledge, and skills. Of course, accepting these opportunities involves a relatively high level of openness to experience.
In some ways, some polymaths’ identity was not something they thoughtfully created or even purposefully forged with forethought; it was dependent on meeting people who made introductions, opened doors, and planted seeds. But it also required an openness to pursue opportunities when they presented themselves. And so it appears that polymathy identity and the construct of openness to experience are, in fact, strongly linked.
the bottom line regarding polymathy identity is that it develops through social comparison, by not truly fitting in with any other single group.
Career preparation starts in school, and several polymaths talked about the disconnect between educational values in their youth, and career expectations in adulthood. A few different interviewees mentioned how confusing it was to be raised as a child who was encouraged to explore and try different things—to explore broadly, to then get to a certain point in their schooling – or be out of school – and feel pressure to pick one career area and specialize
critical thinking goes hand in hand with being polymathic, making connections across different parts of the brain.
In a study of polymaths, several participants reported having found ways to integrate their interests in both the arts and sciences/STEM into a unique career path
one of the great strengths that a polymath develops as a result of their polymathy is an ability to connect with many different types of people. The rationale participants gave for this was that essentially a polymath has a broad base of experience and knowledge, which makes it easier to find common ground with people,
Interviewed polymaths reported that job rotations to learn multiple skill sets is something that would appeal to them—and this is something that organizations might consider to attract and develop more polymaths. Job rotations would allow for the curiosity in polymaths to be satiated and for them to have a sense of continual learning and growth in their skill sets—something of value to a polymath or really anyone with a sense of curiosity or a growth mindset.
1. First, the impact of polymathy on one’s career trajectory is significant (whether positively or negatively)
2. Second, for polymaths, a narrow, focused, specialized career would not fit for them, though the idea of specialization is commonly the dominant message people hear about how to advance and succeed professionally. One respondent said that such a circumstance be “horrifying.” Even having to focus on the same type of task all day is something polymaths may try to avoid, preferring instead, variety. So, whether on a daily basis, or a career-long basis, variety is important for all polymaths.
3. Third, organizations who want to leverage the full skill set of polymaths should give them freedom, flexibility, and leeway in their work to allow the polymath to add value using their strengths. One person called it “unleashing” their talent on the job. Micromanaging was mentioned several times as something that a 125 polymath would have trouble dealing with and which would severely stunt the ability of a polymath to make the greatest contribution possible.
4. Four, polymaths who could not find the right job working for someone else often ends up creating their own job as an entrepreneur. To avoid workplace difficulties, a number of polymaths interviewed as part of this research became entrepreneurs in order to be able to combine their skill sets in unique ways, with some degree of freedom and autonomy. Becoming an entrepreneur is fraught with risk and challenges to overcome, though; it is not necessarily an easy route either. Others were able to find employers who give them enough flexibility in their roles to be able to enjoy the job enough to stay for a while. In fact, some interviewees were in jobs they were not happy in, and shared that they were looking for alternate employment opportunities.
Many different polymaths had parents who would actively teach their kids about various subjects or get involved if the child showed interest in learning about something in particular. In this way, parents sometimes took an active role in helping explore the child’s curiosity. In other cases, the parents simply allowed the child to explore independently.
If there is a single essence of polymathy, it would be that they are very strong learners. But more than just being capable of learning, they have an apparent appetite for it.
one way to improve the educational system would be to make subjects that are taught more interdisciplinary instead of being discrete stand-alone topics; making more connections between what a student is being taught would be useful in terms of helping gain a deeper level of understanding and breaking down the siloes between subject areas
Polymaths exhibit, overall, a deep curiosity and love of learning; much of this learning was self-directed.
Polymathy and learning are inseparable. And most of the time, there was no one to tell a polymath – especially as an adult—what to learn or how to learn it.
A phenomenological study by Angela Cotellessa revealed 13 themes consistent between polymaths
1. Theme One: Polymaths Define Themselves as Experts Across Disparate Disciplines
2. Theme Two: Polymath Identity Emerges from Not Fitting in A Box
3. Theme Three: Being Polymathic Impacts One’s Social Experiences
4. Theme Four: Polymaths Have Difficult Career Choices
5. Theme Five: Financial Resources Can Both Hinder and Promote Polymathy
6. Theme Six: Polymaths are Shaped by Their Families
7. Theme Seven: Polymaths Are Voracious Learners
8. Theme Eight: Polymaths are Quite Confident but May Also Experience “Imposter Syndrome”
9. Theme Nine: Polymaths Self-Identify as Highly Creative
10. Theme Ten: Polymaths Cannot Be Happy as Narrow Specialists
11. Theme Eleven: Effective Polymaths are Effective Time Managers
12. Theme Twelve: Polymathy is Due to Both Nature and Nurture but Polymathic Excellence Requires a Level of Effort and Attention
Wednesday, October 9, 2019
W5P3: Burdens of Creativity
This week I continued to read through the book "In Pursuit of Polymaths: Understanding Renaissance Persons of the 21st Century", and was once again thrilled with the sheer amount of research contained within it. I finished chapter 2 of the novel, which focused largely on the place of polymathy in today's society, and provided insight into the negative aspects of polymathy. This information is important and helped me to develop a deeper understanding of the societal impact of interdisciplinary learning. I believe that understanding the negatives can help to contextualize the positives.
The book has also allowed me to analyze the way that I learn. I believe a great deal of the information I've read applies to me as a learner, because I am also curious about multiple areas of study and enjoy connecting my skills across different fields. The information I've learned explains why I became so interested in synthetic biology after my GT ELS class last year, because synthetic biology draws from all areas of STEM and is inherently interdisciplinary.
My hope is that the rest of the book explains how one develops the traits of an interdisciplinary learner. I am also interested in how an individual's creativity quotient is calculated, and if there is any correlation between CQ and IQ.
The book has also allowed me to analyze the way that I learn. I believe a great deal of the information I've read applies to me as a learner, because I am also curious about multiple areas of study and enjoy connecting my skills across different fields. The information I've learned explains why I became so interested in synthetic biology after my GT ELS class last year, because synthetic biology draws from all areas of STEM and is inherently interdisciplinary.
My hope is that the rest of the book explains how one develops the traits of an interdisciplinary learner. I am also interested in how an individual's creativity quotient is calculated, and if there is any correlation between CQ and IQ.
W5P2: Burdens of Creativity
Polymathy, the ability to excel in skill, knowledge, or talent, across multiple different areas, is driven by curiosity and creativity. Although there are quantitative benefits to pursuing success in these multiple areas, there are also important qualitative negatives to acknowledge. Firstly, there is increased effort required to obtain varied skill sets. It takes significantly more work to master two disciplines than it does to master one. Those who have the dedication to master multiple areas are also usually out of place in the specialization driven-society observable in the modern world. Most jobs are not designed to cater to a person with multiple interest, thus, polymaths can often feel constrained by traditional employment.
Also important to note, is that in the past, polymaths have been far easier to come across. During the renaissance, there was quite simply less knowledge to obtain, so it was relatively easy to "master" everything known about a subject. Groundbreaking discoveries were more common, and jobs were less specialized, granting polymaths like Leonardo Da Vinci the freedom to express their curiosity and potential to the fullest. Nowadays, there is enough information that it has become almost impossible to learn everything about a single subject, let alone multiple. In diverting their focus, today's interdisciplinary learners are less likely to truly master any one subject. Each pursuit serves as a minor distraction that detracts from the individuals ability to make significant impacts in a single field. Still, interdisciplinary learning is advantageous because it builds a creativity that drives individuals towards success and allows for unique problem solving capabilities.
Also important to note, is that in the past, polymaths have been far easier to come across. During the renaissance, there was quite simply less knowledge to obtain, so it was relatively easy to "master" everything known about a subject. Groundbreaking discoveries were more common, and jobs were less specialized, granting polymaths like Leonardo Da Vinci the freedom to express their curiosity and potential to the fullest. Nowadays, there is enough information that it has become almost impossible to learn everything about a single subject, let alone multiple. In diverting their focus, today's interdisciplinary learners are less likely to truly master any one subject. Each pursuit serves as a minor distraction that detracts from the individuals ability to make significant impacts in a single field. Still, interdisciplinary learning is advantageous because it builds a creativity that drives individuals towards success and allows for unique problem solving capabilities.
W5P1: Burdens of Creativity
https://www.researchgate.net/publication/331210839_In_Pursuit_of_Polymaths_Understanding_Renaissance_Persons_of_the_21st_Century
Polymaths are driven by curiosity; curiosity defines what it is polymaths do. In fact, in more recent times, the idea of “CQ,” has emerged which stands for curiosity quotient, similar to IQ (intelligence quotient) (White, 2009)
These types of people are more likely to have high levels of knowledge acquisition over their lifetimes and that level of expertise means they may interpret complex situations into familiar ones. So, individuals with high CQs are often very adept at producing simple solutions to complex problems (Chamorro-Premuzic, 2014)
Curiosity is associated with higher academic performance (Von Stumm, Hell, and Chamorro-Premuzic, 2011). People who are highly curious engage in deep learning and may be intrinsically motivated (have an internal locus of control) to study subjects beyond what is even required—beyond simple compliance; this intrinsic motivation may come from the values they hold, their upbringing, culture, etc
Self Actualization: “the full use and exploitation of [one’s] talents, capacities, potentialities, etc.” (Maslow, 1970, p. 150)
there are drawbacks to being a multi-disciplinary expert. Obviously, one drawback is the amount of time and resources it takes to become expert in multiple fields (Terjesen and Politis, 2015)
multi-disciplinary experts tend to publish less and be less visible (Leahey, 2007). As a result, multi-disciplinary scholars may have a harder time gaining legitimacy (Terjesen and Politis, 2015).
Another downside is the difficulty involved in learning vast amounts of disparate information (Jones, 2009). “If knowledge accumulates as technology advances, then successive generations of innovators may face an increasing educational burden." (Jones, 2009, p. 283). It is significantly more difficult to master multiple fields today than it was in the past due to the increased amount of information known by mankind.
Polymaths may be viewed negatively as well, given the society we live in tends to value single-discipline expertise (Terjesen and Politis, 2015)
polymathy “may be a vice as much as a virtue in this age of specialization” (Robinson, 2006, p. 409).
People with high creativity can become dissatisfied and frustrated if jobs are mechanical or unchallenging
Creativity is important to consider when studying polymaths because it relates to the ability to do divergent thinking (Gibson, Folley, and Park, 2009)
in recent years, efforts have been underway to understand how to develop capabilities to be innovative so that such educational interventions can be implemented for gifted children so that they will grow into adult innovators (Shavinina, 2013)
46-90
Polymaths are driven by curiosity; curiosity defines what it is polymaths do. In fact, in more recent times, the idea of “CQ,” has emerged which stands for curiosity quotient, similar to IQ (intelligence quotient) (White, 2009)
These types of people are more likely to have high levels of knowledge acquisition over their lifetimes and that level of expertise means they may interpret complex situations into familiar ones. So, individuals with high CQs are often very adept at producing simple solutions to complex problems (Chamorro-Premuzic, 2014)
Curiosity is associated with higher academic performance (Von Stumm, Hell, and Chamorro-Premuzic, 2011). People who are highly curious engage in deep learning and may be intrinsically motivated (have an internal locus of control) to study subjects beyond what is even required—beyond simple compliance; this intrinsic motivation may come from the values they hold, their upbringing, culture, etc
Self Actualization: “the full use and exploitation of [one’s] talents, capacities, potentialities, etc.” (Maslow, 1970, p. 150)
there are drawbacks to being a multi-disciplinary expert. Obviously, one drawback is the amount of time and resources it takes to become expert in multiple fields (Terjesen and Politis, 2015)
multi-disciplinary experts tend to publish less and be less visible (Leahey, 2007). As a result, multi-disciplinary scholars may have a harder time gaining legitimacy (Terjesen and Politis, 2015).
Another downside is the difficulty involved in learning vast amounts of disparate information (Jones, 2009). “If knowledge accumulates as technology advances, then successive generations of innovators may face an increasing educational burden." (Jones, 2009, p. 283). It is significantly more difficult to master multiple fields today than it was in the past due to the increased amount of information known by mankind.
Polymaths may be viewed negatively as well, given the society we live in tends to value single-discipline expertise (Terjesen and Politis, 2015)
polymathy “may be a vice as much as a virtue in this age of specialization” (Robinson, 2006, p. 409).
People with high creativity can become dissatisfied and frustrated if jobs are mechanical or unchallenging
Creativity is important to consider when studying polymaths because it relates to the ability to do divergent thinking (Gibson, Folley, and Park, 2009)
in recent years, efforts have been underway to understand how to develop capabilities to be innovative so that such educational interventions can be implemented for gifted children so that they will grow into adult innovators (Shavinina, 2013)
46-90
Wednesday, October 2, 2019
W4P3: Orgins of Polymathy
I could not be happier with my research this week. I came across a 288 page research paper containing plenty of credible citations to studies regarding polymathy, and the sheer amount of of information in the document meant I could only discuss 45 pages of it in this weeks blogs. I am excited to see how the rest of the article expands upon its topics like polymathy and interdisciplinary learning as I continue reading it. It was also nice that the paper validated a lot of my instincts about how cultural shifts since the renaissance have made it more difficult to achieve interdisciplinary success in the same way that the most famous polymaths did.
I hope that as I continue reading, I will find more information about the neuroscience aspect, although I have my doubts that there is any information about the brains of polymaths because I have been looking all week. Besides that, I hope the paper specifically goes into the benefits of studying visual arts because that is what my edX course is about and I don't want my independent research to diverge to far from the course I'm taking.
I hope that as I continue reading, I will find more information about the neuroscience aspect, although I have my doubts that there is any information about the brains of polymaths because I have been looking all week. Besides that, I hope the paper specifically goes into the benefits of studying visual arts because that is what my edX course is about and I don't want my independent research to diverge to far from the course I'm taking.
W4P2: Orgins of Polymathy
The idea of polymathy, maintaining intellectual pursuits across several distinctly different disciplines, was largely introduced during the renaissance. During this period of time, artists and scientists like Leonardo Da Vinci were encouraged to explore interdisciplinary, and largely successful due to the amount of information there was yet to be discovered during that time period.
In modern society, it has been made increasingly difficult to emulate the successes of the most famous polymaths. This is due to a shift towards careers and education systems that favor specialization. The industrial revolution popularized the "assembly-line" mentality in which each individual is to become a specialist in a very particular niche, instead of gathering a range of skills in different areas.
However, there are still quantifiable benefits to polymathy in today's world. Interdisciplinary learning teaches important problem-solving skills, and also allows its participants to hone their creativity. Complexity theory claims that modern problems are inherently interdisciplinary and will require interdisciplinary solutions, thus there is still a significant role for polymaths in the workforce. On top of that, polymathy can to an extent be taught. People begin to specialize themselves in school, as a result of curriculum that pushes students to excel academically rather than explore areas like the arts. Although some students are inherently more curious, and naturally interdisciplinary learners, varying the subjects taught in school and emphasizing interdisciplinary learning has been proven to increase polymathy in students.
In modern society, it has been made increasingly difficult to emulate the successes of the most famous polymaths. This is due to a shift towards careers and education systems that favor specialization. The industrial revolution popularized the "assembly-line" mentality in which each individual is to become a specialist in a very particular niche, instead of gathering a range of skills in different areas.
However, there are still quantifiable benefits to polymathy in today's world. Interdisciplinary learning teaches important problem-solving skills, and also allows its participants to hone their creativity. Complexity theory claims that modern problems are inherently interdisciplinary and will require interdisciplinary solutions, thus there is still a significant role for polymaths in the workforce. On top of that, polymathy can to an extent be taught. People begin to specialize themselves in school, as a result of curriculum that pushes students to excel academically rather than explore areas like the arts. Although some students are inherently more curious, and naturally interdisciplinary learners, varying the subjects taught in school and emphasizing interdisciplinary learning has been proven to increase polymathy in students.
W4P1: Orgins of Polymathy
https://www.researchgate.net/profile/Angela_Cotellessa/publication/331210839_In_Pursuit_of_Polymaths_Understanding_Renaissance_Persons_of_the_21st_Century/links/5c6c5cc4299bf1e3a5b633b4/In-Pursuit-of-Polymaths-Understanding-Renaissance-Persons-of-the-21st-Century.pdf
pages 1-46
J. H. Van’t Hoff had a hypothesis that “the greatest scientists, unlike their less able colleagues, displayed their imaginative ability outside of science as well as within it”
Polymath(s) or polymathy: The word polymathḗs, equivalent to polymaths in English, first appeared around the year 1615 in Greece, with poly meaning “many” and mathḗs deriving from the word manthánein which means to learn; so a polymath is someone with many learnings (Dictionary.com). The term ‘polymath’ has been in use since the Renaissance and refers to very learned scholars who were distinguished not only by their unique genius in particular fields of interest, but also by their noteworthy ability to traverse different fields of specialization and to sometimes see their interconnections (MacLachlan, 2009). A similar 24 notion, multi-disciplinarity, draws upon knowledge from different disciplines (Choi and Pak, 2006). Polymaths who pursue different areas of knowledge tend to understand things more broadly, developing an appreciation for a variety of different fields, and also are able to enjoy the experiences afforded to them across those various fields (Lang, 2014).
There is some evidence to indicate that polymaths become that way due, in part, to their environment. For instance, a number of studies have shown that there is little correlation between creativity and being innately gifted or talented; instead, the studies indicate that creative people are more broadly trained, have more avocational interests, and show increased abilities in those interests than the average individual does (RootBernstein, 2015).
Given it seems possible that polymathy may be fostered in individuals—rather than simply being an inborn trait—it is worth understanding the phenomenon even more, since there can be great benefits to polymathic thinking and skills.
The renaissance encouraged interdisciplinary study, they “took pleasure in wide-ranging, learned discourse and what they called ‘improvement’” (Ross, 2011, p. 412). In contrast, today's society is one that emphasizes specialization, partially because of how wide the expanse of human knowledge has become, and partially due to the systematic, assembly line approach to work introduced by the industrial revolution.
“The university institution is largely monolithic and path-dependent, perpetuating discipline-based scholarship and sometimes creating new niches that are even more specialized. Such hyper-specialization expands exponentially, often without an integrative moment” (Terjesen and Politis, 2015, p. 151)
Most academic journals also lack multi-disciplinarity, and if they do, it tends to be in fields that are different but closely related, like accounting and finance (Terjesen and Politis, 2015). As a general rule—whether inside academia or not—disciplinary specialization is common in our time (Ross, 2011). It is somewhat counterintuitive that this would be the case given the myriad examples throughout history of polymaths’ extraordinary contributions to the world
Leonardo da Vinci "was able to jump between all of these fields to make valuable contributions when they were still young sciences…he bridged the gap from one profession to another when it suited his curiosity and his insights.” (Smith, 2014, p. 58-59)
Although the dominant paradigm we currently experience in the 21st century is focused on singular discipline-based scholarship, the problems of the world require more multi-disciplinary approaches to solve them (Terjesen and Politis, 2015)
Some examples 45 of problems that will need multi-disciplinary solutions include addressing “sustainable development challenges such as climate change, widespread poverty, and gender inequality…cancer, terrorism, unemployment, AIDS, cybersecurity, and sustainable energy” (Terjesen and Politis, 2015, p. 152-153)
Complexity Theory: problems are more than a sum of their parts and naturally contain aspects from more than a single area of study, thus, an understanding of all of the systems behind a problem is required to solve it.
Multi-disciplinarity provides benefits to society as well as individuals (Terjesen and Politis, 2015). For example, generalists are better at forecasting what will happen in the future (Tetlock and Gardner, 2015)
Individuals can also experience professional and personal benefits from being polymathic. For example, researchers who are too specialized are less likely to get promoted (Leahey et al., 2010), whereas those who work in various disciplines tend to 46 receive more citations (Leahey, 2007)
Multi-disciplinarity also gives way for new linkages and creativity to emerge; indeed, knowledge in one discipline can often inspire or be applied to other disciplines (Terjesen and Politis, 2015)
the most successful scientists, including 4 different Nobel laureates, tended to be engaged in the fine arts or an avocation around crafts when compared to their less successful counterparts (Root-Bernstein, Bernstein, & Garnier, 1995)
pages 1-46
J. H. Van’t Hoff had a hypothesis that “the greatest scientists, unlike their less able colleagues, displayed their imaginative ability outside of science as well as within it”
Polymath(s) or polymathy: The word polymathḗs, equivalent to polymaths in English, first appeared around the year 1615 in Greece, with poly meaning “many” and mathḗs deriving from the word manthánein which means to learn; so a polymath is someone with many learnings (Dictionary.com). The term ‘polymath’ has been in use since the Renaissance and refers to very learned scholars who were distinguished not only by their unique genius in particular fields of interest, but also by their noteworthy ability to traverse different fields of specialization and to sometimes see their interconnections (MacLachlan, 2009). A similar 24 notion, multi-disciplinarity, draws upon knowledge from different disciplines (Choi and Pak, 2006). Polymaths who pursue different areas of knowledge tend to understand things more broadly, developing an appreciation for a variety of different fields, and also are able to enjoy the experiences afforded to them across those various fields (Lang, 2014).
There is some evidence to indicate that polymaths become that way due, in part, to their environment. For instance, a number of studies have shown that there is little correlation between creativity and being innately gifted or talented; instead, the studies indicate that creative people are more broadly trained, have more avocational interests, and show increased abilities in those interests than the average individual does (RootBernstein, 2015).
Given it seems possible that polymathy may be fostered in individuals—rather than simply being an inborn trait—it is worth understanding the phenomenon even more, since there can be great benefits to polymathic thinking and skills.
The renaissance encouraged interdisciplinary study, they “took pleasure in wide-ranging, learned discourse and what they called ‘improvement’” (Ross, 2011, p. 412). In contrast, today's society is one that emphasizes specialization, partially because of how wide the expanse of human knowledge has become, and partially due to the systematic, assembly line approach to work introduced by the industrial revolution.
“The university institution is largely monolithic and path-dependent, perpetuating discipline-based scholarship and sometimes creating new niches that are even more specialized. Such hyper-specialization expands exponentially, often without an integrative moment” (Terjesen and Politis, 2015, p. 151)
Most academic journals also lack multi-disciplinarity, and if they do, it tends to be in fields that are different but closely related, like accounting and finance (Terjesen and Politis, 2015). As a general rule—whether inside academia or not—disciplinary specialization is common in our time (Ross, 2011). It is somewhat counterintuitive that this would be the case given the myriad examples throughout history of polymaths’ extraordinary contributions to the world
Leonardo da Vinci "was able to jump between all of these fields to make valuable contributions when they were still young sciences…he bridged the gap from one profession to another when it suited his curiosity and his insights.” (Smith, 2014, p. 58-59)
Although the dominant paradigm we currently experience in the 21st century is focused on singular discipline-based scholarship, the problems of the world require more multi-disciplinary approaches to solve them (Terjesen and Politis, 2015)
Some examples 45 of problems that will need multi-disciplinary solutions include addressing “sustainable development challenges such as climate change, widespread poverty, and gender inequality…cancer, terrorism, unemployment, AIDS, cybersecurity, and sustainable energy” (Terjesen and Politis, 2015, p. 152-153)
Complexity Theory: problems are more than a sum of their parts and naturally contain aspects from more than a single area of study, thus, an understanding of all of the systems behind a problem is required to solve it.
Multi-disciplinarity provides benefits to society as well as individuals (Terjesen and Politis, 2015). For example, generalists are better at forecasting what will happen in the future (Tetlock and Gardner, 2015)
Individuals can also experience professional and personal benefits from being polymathic. For example, researchers who are too specialized are less likely to get promoted (Leahey et al., 2010), whereas those who work in various disciplines tend to 46 receive more citations (Leahey, 2007)
Multi-disciplinarity also gives way for new linkages and creativity to emerge; indeed, knowledge in one discipline can often inspire or be applied to other disciplines (Terjesen and Politis, 2015)
the most successful scientists, including 4 different Nobel laureates, tended to be engaged in the fine arts or an avocation around crafts when compared to their less successful counterparts (Root-Bernstein, Bernstein, & Garnier, 1995)
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