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of different domains and can foster creative thinking: " who discuss integrating ideas from diverse fields as the basis of creative giftedness ask not 'who is creative?' but 'what is the basis of creative thinking?' From the polymathy perspective, giftedness is the ability to combine disparate (or even apparently contradictory) ideas, sets of problems, skills, talents, and knowledge in novel and useful ways. Polymathy is therefore the main source of any individual's creative potential". In "Life Stages of
Creativity", Robert and MichĂšle Root-Bernstein suggest six typologies of creative life stages. These typologies are based on real creative production records first published by Root-Bernstein, Bernstein, and Garnier (1993).
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come from combining knowledge and skills from multiple areas, and that many important problems are multi-dimensional in nature and cannot be fully understood through one specialism. Rather than interpreting polymathy as a mix of occupations or of intellectual interests, Ahmed urges a breaking of the "thinker"/"doer" dichotomy and the art/science dichotomy. He argues that an orientation towards action and towards thinking support each other, and that human beings flourish by pursuing a diversity of experiences as well as a diversity of knowledge. He observes that successful people in many fields have cited hobbies and other "peripheral" activities as supplying skills or insights that helped them succeed.
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levels of creative accomplishment. They account for three general requirementsâintelligence, motivation to be creative, and an environment that allows creative expressionâthat are needed for any attempt at creativity to succeed. Then, depending on the domain of choice, more specific abilities will be required. The more that one's abilities and interests match the requirements of a domain, the better. While some will develop their specific skills and motivations for specific domains, polymathic people will display intrinsic motivation (and the ability) to pursue a variety of subject matters across different domains.
511:, British author Waqas Ahmed defines polymaths as those who have made significant contributions to at least three different fields. Rather than seeing polymaths as exceptionally gifted, he argues that every human being has the potential to become one: that people naturally have multiple interests and talents. He contrasts this polymathic nature against what he calls "the cult of specialisation". For example, education systems stifle this nature by forcing learners to specialise in narrow topics. The book argues that specialisation encouraged by the
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demonstrates superficial breadth but tends to acquire skills merely "for their own sake without regard to understanding the broader applications or implications and without integrating it". Conversely, the polymath is a person with a level of expertise that is able to "put a significant amount of time and effort into their avocations and find ways to use their multiple interests to inform their vocations".
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lead to the generation of creative ideas are the same, be it in the arts or science. These mental tools are sometimes called intuitive tools of thinking. It is therefore not surprising that many of the most innovative scientists have serious hobbies or interests in artistic activities, and that some of the most innovative artists have an interest or hobbies in the sciences.
381:
worldâwas making it increasingly difficult for individual scholars to master as many disciplines as before. Thus, an intellectual retreat of the polymath species occurred: "from knowledge in every field to knowledge in several fields, and from making original contributions in many fields to a more passive consumption of what has been contributed by others".
404:, of the University of Montana, also investigated the role of polymathy in education. He poses that an ideal education should nurture talent in the classroom and enable individuals to pursue multiple fields of research and appreciate both the aesthetic and structural/scientific connections between mathematics, arts and the sciences.
552:. Within any one perspective, a question may seem to have a straightforward, settled answer. Someone aware of different, contrasting answers will be more open-minded and aware of the limitations of their own knowledge. The importance of recognising these limitations is a theme that Ahmed finds in many thinkers, including
341:
Root-Bernstein and colleagues' research is an important counterpoint to the claim by some psychologists that creativity is a domain-specific phenomenon. Through their research, Root-Bernstein and colleagues conclude that there are certain comprehensive thinking skills and tools that cross the barrier
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Though numerous figures in history could be considered to be polymaths, they are not listed here, as they are not only too numerous to list, but also as the definition of any one figure as a polymath is disputable, due to the term's loosely-defined nature, there being no given set of characteristics
527:
Ahmed examines evidence suggesting that developing multiple talents and perspectives is helpful for success in a highly specialised field. He cites a study of Nobel Prize-winning scientists which found them 25 times more likely to sing, dance, or act than average scientists. Another study found that
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Finally, the author also suggests that, via a psychoeconomic approach, polymathy can be seen as a "life project". That is, depending on a person's temperament, endowments, personality, social situation and opportunities (or lack thereof), the project of a polymathic self-formation may present itself
255:
has often been described as the archetype of the
Renaissance man, a man of "unquenchable curiosity" and "feverishly inventive imagination". Many notable polymaths lived during the Renaissance period, a cultural movement that spanned roughly the 14th through to the 17th century that began in Italy in
523:
For individuals, Ahmed says, specialisation is dehumanising and stifles their full range of expression whereas polymathy "is a powerful means to social and intellectual emancipation" which enables a more fulfilling life. In terms of social progress, he argues that answers to specific problems often
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Regarding the interplay of polymathy and education, they suggest that rather than asking whether every student has multicreative potential, educators might more actively nurture the multicreative potential of their students. As an example, the authors cite that teachers should encourage students to
337:
A key point in the work of Root-Bernstein and colleagues is the argument in favor of the universality of the creative process. That is, although creative products, such as a painting, a mathematical model or a poem, can be domain-specific, at the level of the creative process, the mental tools that
407:
In 2009, Sriraman published a paper reporting a 3-year study with 120 pre-service mathematics teachers and derived several implications for mathematics pre-service education as well as interdisciplinary education. He utilized a hermeneutic-phenomenological approach to recreate the emotions, voices
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wrote that full understanding of a topic requires, in addition to subject knowledge, a general critical thinking ability that can assess how that knowledge was arrived at. Another advantage of a polymathic mindset is in the application of multiple approaches to understanding a single issue. Ahmed
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Based on their earlier four-c model of creativity, Beghetto and
Kaufman proposed a typology of polymathy, ranging from the ubiquitous mini-c polymathy to the eminent but rare Big-C polymathy, as well as a model with some requirements for a person (polymath or not) to be able to reach the highest
473:
Integration, although not explicit in most definitions of polymathy, is also a core component of polymathy according to the author. Integration involves the capacity of connecting, articulating, concatenating or synthesizing different conceptual networks, which in non-polymathic persons might be
384:
Given this change in the intellectual climate, it has since then been more common to find "passive polymaths", who consume knowledge in various domains but make their reputation in one single discipline, than "proper polymaths", whoâthrough a feat of "intellectual heroism"âmanage to make serious
380:
He observes that in ancient and medieval times, scholars did not have to specialize. However, from the 17th century on, the rapid rise of new knowledge in the
Western worldâboth from the systematic investigation of the natural world and from the flow of information coming from other parts of the
333:
is considered the principal responsible for rekindling interest in polymathy in the scientific community. His works emphasize the contrast between the polymath and two other types: the specialist and the dilettante. The specialist demonstrates depth but lacks breadth of knowledge. The dilettante
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However, Burke warns that in the age of specialization, polymathic people are more necessary than ever, both for synthesisâto paint the big pictureâand for analysis. He says: "It takes a polymath to 'mind the gap' and draw attention to the knowledges that may otherwise disappear into the spaces
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Finally, his studies suggest that understanding polymathy and learning from polymathic exemplars can help structure a new model of education that better promotes creativity and innovation: "we must focus education on principles, methods, and skills that will serve them in learning and creating
421:
Michael Araki is a professor at the UNSW Business School at the
University of New South Wales, Australia. He sought to formalize in a general model how the development of polymathy takes place. His Developmental Model of Polymathy (DMP) is presented in a 2018 article with two main objectives:
465:
Breadth refers to comprehensiveness, extension and diversity of knowledge. It is contrasted with the idea of narrowness, specialization, and the restriction of one's expertise to a limited domain. The possession of comprehensive knowledge at very disparate areas is a hallmark of the greatest
412:
presented in its linguistic form. They found that those more engaged in solving the paradox also displayed more polymathic thinking traits. He concludes by suggesting that fostering polymathy in the classroom may help students change beliefs, discover structures and open new avenues for
489:, from the Neag School of Education at the University of Connecticut, and Ronald A. Beghetto, from the same university, investigated the possibility that everyone could have the potential for polymathy as well as the issue of the domain-generality or domain-specificity of creativity.
461:
Regarding the definition of the term polymathy, the researcher, through an analysis of the extant literature, concluded that although there are a multitude of perspectives on polymathy, most of them ascertain that polymathy entails three core elements: breadth, depth and integration.
377:, Professor Emeritus of Cultural History and Fellow of Emmanuel College at Cambridge, discussed the theme of polymathy in some of his works. He has presented a comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species".
469:
Depth refers to the vertical accumulation of knowledge and the degree of elaboration or sophistication of one's sets of one's conceptual network. Like Robert Root-Bernstein, Araki uses the concept of dilettancy as a contrast to the idea of profound learning that polymathy entails.
312:
When someone is called a "Renaissance man" today, it is meant that rather than simply having broad interests or superficial knowledge in several fields, the individual possesses a more profound knowledge and a proficiency, or even an expertise, in at least some of those fields.
305:, etc". At this time, universities did not specialize in specific areas, but rather trained students in a broad array of science, philosophy, and theology. This universal education gave them a grounding from which they could continue into apprenticeship toward becoming a
2015:
BÄȘRĆȘNÄȘ, ABĆȘ RAYកÄN MOកAMMAD b. Aáž„mad (362/973- after 442/1050), scholar and polymath of the period of the late
Samanids and early Ghaznavids and one of the two greatest intellectual figures of his time in the eastern lands of the Muslim world, the other being Ebn SÄ«nÄ
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segregated. In addition, integration can happen at the personality level, when the person is able to integrate their diverse activities in a synergic whole, which can also mean a psychic (motivational, emotional and cognitive) integration.
564:. He calls it "the essential mark of the polymath." A further argument for multiple approaches is that a polymath does not see diverse approaches as diverse, because they see connections where other people see differences. For example
1420:
Root-Bernstein, R., Allen, L., Beach, L., Bhadula, R., Fast, J., Hosey, C., ... & Podufaly, A. (2008). Arts foster scientific success: Avocations of nobel, national academy, royal society, and sigma xi members.
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that humans are limitless in their capacity for development, the concept led to the notion that people should embrace all knowledge and develop their capacities as fully as possible. This is expressed in the term
843:
as the prime example again. The term is used especially for people who made lasting contributions in at least one of the fields in which they were actively involved and when they took a universality of approach.
519:
is counter-productive both to the individual and wider society. It suggests that the complex problems of the 21st century need the versatility, creativity, and broad perspectives characteristic of polymaths.
316:
Some dictionaries use the term "Renaissance man" to describe someone with many interests or talents, while others give a meaning restricted to the
Renaissance and more closely related to Renaissance ideals.
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outside of a person having a wide range of learning across a number of different disciplines; many also did not identify as polymaths, the term having only come into existence in the early 17th century.
392:
Finally, he suggests that governments and universities should nurture a habitat in which this "endangered species" can survive, offering students and scholars the possibility of interdisciplinary work.
187:, a Hamburg philosopher. Von Wowern defined polymathy as "knowledge of various matters, drawn from all kinds of studies ... ranging freely through all the fields of the disciplines, as far as the
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1633:
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Type 2 individuals explore a range of different creative activities (e.g., through worldplay or a variety of hobbies) and then settle on exploiting one of these for the rest of their lives.
64:
is one of the foremost polymaths in history. Franklin was a writer, scientist, inventor, statesman, diplomat, printer and political philosopher. He further attained a legacy as one of the
535:
Ahmed cites many historical claims for the advantages of polymathy. Some of these are about general intellectual abilities that polymaths apply across multiple domains. For example,
346:
Type 1 represents people who specialize in developing one major talent early in life (e.g., prodigies) and successfully exploit that talent exclusively for the rest of their lives.
1451:
RootâBernstein, R. S., Bernstein, M., & Gamier, H. (1993). Identification of scientists making longâterm, highâimpact contributions, with notes on their methods of working.
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Type 4 creators are recognized early for one major talent (e.g., math or music) but go on to explore additional creative outlets, diversifying their productivity with age.
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organize the elements involved in the process of polymathy development into a structure of relationships that is wed to the approach of polymathy as a life project, and;
1468:
Root-Bernstein, R. S., Bernstein, M., & Garnier, H. (1995). Correlations between avocations, scientific style, work habits, and professional impact of scientists.
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make connections across disciplines, use different forms of media to express their reasoning/understanding (e.g., drawings, movies, and other forms of visual media).
247:
The term "Renaissance man" was first recorded in written
English in the early 20th century. It is used to refer to great thinkers living before, during, or after the
2165:
149:'well-learned') is an individual whose knowledge spans many different subjects, known to draw on complex bodies of knowledge to solve specific problems.
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Type 3 people are polymathic from the outset and manage to juggle multiple careers simultaneously so that their creativity pattern is constantly varied.
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people of that age who sought to develop their abilities in all areas of accomplishment: intellectual, artistic, social, physical, and spiritual.
2051:
1669:
Kaufman, J. C., Beghetto, R. A., Baer, J., & Ivcevic, Z. (2010). Creativity polymathy: What
Benjamin Franklin can teach your kindergartener.
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1969:
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Root-Bernstein, R., & Root-Bernstein, M. (2017). People, passions, problems: The role of creative exemplars in teaching for creativity. In
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tests after having drum lessons, and he uses such research to argue that diversity of domains can enhance a person's general intelligence.
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provide an articulation with other well-developed constructs, theories, and models, especially from the fields of giftedness and education.
598:(1404â1472), a polymath himself, in the statement that "a man can do all things if he will". Well-known and celebrated polymaths include
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Kaufman, J. C., Beghetto, R. A., & Baer, J. (2010). Finding young Paul
Robeson: Exploring the question of creative polymathy.
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Type 6 people develop diversified creative skills early and then, like Type 5 individuals, explore these serially, one at a time.
241:
2084:
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Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students.
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2093:
Jaumann, Herbert, "Was ist ein Polyhistor? Gehversuche auf einem verlassenen Terrain", Studia Leibnitiana, 22: 76â89. (1990) .
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and later spread to the rest of Europe. These polymaths had a rounded approach to education that reflected the ideals of the
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851:, they exhibit a vast scope of knowledge. However, this designation may be anachronistic in the case of persons such as
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2042:
577:
2211:
Waquet, F, (ed.) "Mapping the World of Learning: The 'Polyhistor' of Daniel Georg Morhof" (2000) ISBN 978-3447043991.
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Grafton, A, "The World of the Polyhistors: Humanism and Encyclopedism", Central European History, 18: 31â47. (1985).
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Sriraman, B. (2009). Mathematical paradoxes as pathways into beliefs and polymathy: An experimental inquiry.
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refers in general to "a number of persons associated into one body, a society, company, community, guild,
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Root-Bernstein, R. (2003). The art of innovation: Polymaths and universality of the creative process. In
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590:, who excelled at several fields in science, technology, engineering, mathematics, and the arts. In the
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Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity.
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Sriraman, B., & Dahl, B. (2009). On bringing interdisciplinary ideas to gifted education. In
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mind, with unwearied industry, is able to pursue them". Von Wowern lists erudition, literature,
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The idea of a universal education was essential to achieving polymath ability, hence the word
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1629:(Master's thesis), PontifĂcia Universidade CatĂłlica, Rio de Janeiro, Brazil. Retrieved from:
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30:"Universal man" redirects here. For the sculpture by Canadian artist Gerald Gladstone, see
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Burke, P. (2010). The polymath: A cultural and social history of an intellectual species.
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Burke, Peter (2011). "O polĂmata: a histĂłria cultural e social de um tipo intellectual".
37:"Polyhistor" redirects here. For the Roman author and book also known as Polyhistor, see
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The model, which was designed to reflect a structural model, has five major components:
1719:
Beghetto, R. A., & Kaufman, J. C. (2009). Do we all have multicreative potential?.
1315:
Shavinina, L. (2013). How to develop innovators? Innovation education for the gifted1.
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Root-Bernstein, R. (2009). Multiple giftedness in adults: The case of polymaths. In
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855:, whose reputation for having encyclopedic knowledge predates the existence of any
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544:'s view that reality is approached not by a single academic discipline but via a
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between them. One argument for studying multiple approaches is that it leads to
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to the person as more or less alluring and more or less feasible to be pursued.
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Type 5 creators devote themselves serially to one creative field after another.
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Refuse to Choose!: A Revolutionary Program for Doing Everything that You Love
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1082:
909:
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553:
536:
265:
240:"Renaissance man" redirects here. For use as a title of cultural works, see
192:
17:
1261:"Renaissance man â Definition from the Merriam-Webster Online Dictionary"
974:"Ask The Philosopher: Tim Soutphommasane â The quest for renaissance man"
904:
763:
699:
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269:
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Polymathic leadership: Theoretical foundation and construct development.
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across many disciplines, multiple careers, and succeeding life stages".
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The Polymath: A Cultural History from Leonardo da Vinci to Susan Sontag
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advanced multiple fields by applying mathematical principles to each.
1500:
A social history of knowledge II: From the encyclopaedia to Knowledge
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828:âis used to describe a person with a general approach to knowledge.
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between disciplines, as they are currently defined and organized".
805:
452:
292:
188:
27:
Individual whose knowledge spans a substantial number of subjects
2126:"The New Polymath: Profiles in Compound-Technology Innovations"
1917:"Renaissance man â Definition, Characteristics, & Examples"
291:
was used to describe a seat of learning. However, the original
2163:
We live in a one-track world, but anyone can become a polymath
557:
1834:"The hidden benefits of hiring Jacks and Jills of all trades"
1513:
Explorations in cultural history: Essays for Peter McCaffery
272:
of that era was expected to speak several languages, play a
1887:
1885:
1803:
1801:
222:
Diatribae upon the first part of the late History of Tithes
1175:. Oxford: Oxford University Press. Accessed December 2019.
1154:. Oxford: Oxford University Press. Accessed December 2019.
1133:. Oxford: Oxford University Press. Accessed December 2019.
1098:
De Polymathia tractatio: integri operis de studiis veterum
180:
De Polymathia tractatio: integri operis de studiis veterum
582:
Polymaths include the great scholars and thinkers of the
820:), which translate to 'universal man'. The related term
2182:
The Polymath: Unlocking the Power of Human Versatility
594:, the idea of the polymath was allegedly expressed by
1945:
Juan Caramuel Lobkowitz: The Last Scholastic Polymath
1438:
Root-Bernstein, R., & Root-Bernstein, M. (2011).
1651:< Modern Literature on Polymathy: A Brief Review
408:and struggles of students as they tried to unravel
137:
91:
2140:
1841:
1220:. New York, Harcourt, Brace & World. pp.
1213:
173:In Western Europe, the first work to use the term
1970:"Wolff, Christian (1679â1754) | Encyclopedia.com"
2100:The Neo-Generalist: Where You Go is Who You Are
1423:Journal of Psychology of Science and Technology
1024:"Robert Burton and the problems of polymathy"
809:
280:, and so on, thus fulfilling the Renaissance
202:The earliest recorded use of the term in the
8:
2161:Twigger, Robert, "Anyone can be a Polymath"
2097:Mikkelsen, Kenneth; Martin, Richard (2016).
1995:"BÄȘRĆȘNÄȘ, ABĆȘ RAYកÄN â Encyclopaedia Iranica"
1245:Lewis, Charlton T.; Short, Charles (1966) ,
228:in 1621. Use in English of the similar term
799:
296:
178:
2185:. West Sussex, UK: John Wiley & Sons.
457:The Developmental Model of Polymathy (DMP)
220:is slightly older, first appearing in the
1406:The international handbook on innovation
1355:
1353:
56:
1654:(January 10, 2019). Available at SSRN:
962:
941:
206:is from 1624, in the second edition of
1737:
1735:
1733:
1648:Araki, M. E., & Pires, P. (2019).
1545:from the original on 13 September 2022
1531:. Yale University Press. p. 352.
1017:
1015:
385:contributions to several disciplines.
2054:from the original on 20 December 2019
2005:from the original on 17 November 2019
1942:DvoĆĂĄk, Petr; Schmutz, Jacob (2008).
1903:
1891:
1876:
1864:
1819:
1807:
1792:
1715:
1713:
1688:Innovations in educational psychology
1665:
1663:
1597:
1595:
1593:
1591:
1585:(pp. 1235â1256). Springer, Dordrecht.
1416:
1414:
1400:
1398:
1367:
1365:
1335:
1333:
1331:
1329:
968:
966:
847:When a person is described as having
66:Founding Fathers of the United States
41:. For the ancient Greek scholar, see
7:
1583:International handbook on giftedness
1487:Creative contradictions in education
1390:International handbook on giftedness
1193:from the original on 11 October 2007
326:Robert Root-Bernstein and colleagues
1671:Learning and Individual Differences
1392:(pp. 853â870). Springer, Dordrecht.
2227:from the original on 17 April 2021
2199:from the original on 17 April 2021
1054:from the original on 30 April 2021
895:Jack of all trades, master of none
232:dates from the late 16th century.
25:
1832:Hill, Andrew (11 February 2019).
1774:from the original on 7 March 2023
1656:https://ssrn.com/abstract=3313137
2135:, John Wiley & Sons. (2010).
1742:Robinson, Andrew (11 May 2019).
1271:from the original on 18 May 2006
696:Frederick II, Holy Roman Emperor
482:Kaufman, Beghetto and colleagues
1923:from the original on 3 May 2015
1293:. Askoxford.com. Archived from
199:, and polyhistory as synonyms.
103:'having learned much';
2103:. London: LID Publishing Ltd.
2071:Does the world need polymaths?
1607:Journal of Genius and Eminence
1489:(pp. 143â164). Springer, Cham.
1317:Gifted Education International
118:'universal human') or
1:
2085:"Polymath: A Renaissance Man"
1760:10.1016/S0140-6736(19)30995-X
1373:Asia Pacific Education Review
1187:"Online Etymology Dictionary"
1075:Leitura: Teoria & PrĂĄtica
1701:Review of general psychology
1613:(1), 66â82. Retrieved from:
684:Johann Weikhard von Valvasor
413:interdisciplinary pedagogy.
2038:"Last Days of the Polymath"
1470:Creativity Research Journal
1453:Creativity Research Journal
1291:"Oxford concise dictionary"
798:, similar terms in use are
578:List of Renaissance figures
183:) was published in 1603 by
152:Embodying a basic tenet of
138:
92:
2291:
648:Johann Wolfgang von Goethe
575:
528:children scored higher in
239:
47:
36:
29:
2217:"In defense of polymaths"
1822:, pp. 160, 164, 176.
1744:"In pursuit of polymathy"
1440:Life stages of creativity
1249:, Oxford: Clarendon Press
927:â a muse of knowledge in
620:Gottfried Wilhelm Leibniz
612:Juan Caramuel y Lobkowitz
209:The Anatomy of Melancholy
127:
81:
50:Polymath (disambiguation)
2215:Wiens, Kyle (May 2012).
1603:Polymathy: A new outlook
1022:Murphy, Kathryn (2014).
449:environmental moderators
446:intrapersonal moderators
2221:Harvard Business Review
1636:29 January 2018 at the
1359:R. Root-Bernstein, 2009
1212:Gardner, Helen (1970).
1185:Harper, Daniel (2001).
443:polymathic achievements
161:, often applied to the
2139:Sher, Barbara (2007).
1096:Wower, Johann (1665).
849:encyclopedic knowledge
810:
800:
668:Charles Sanders Peirce
458:
437:polymathic antecedents
297:
179:
108:
69:
2246:17 April 2021 at the
2179:Ahmed, Waqas (2018).
2124:Mirchandani, Vinnie,
1999:www.iranicaonline.org
1625:Araki, M. E. (2015).
1601:Araki, M. E. (2018).
1525:Burke, Peter (2020).
596:Leon Battista Alberti
576:Further information:
517:Industrial Revolution
456:
331:Robert Root-Bernstein
309:of a specific field.
60:
2265:Age of Enlightenment
2241:Polymath-Info Portal
2168:10 June 2021 at the
2131:7 April 2023 at the
2076:24 June 2021 at the
1974:www.encyclopedia.com
1297:on 30 September 2007
1216:Art through the Ages
772:Pierre-Simon Laplace
744:Florence Nightingale
440:polymathic mediators
154:Renaissance humanism
48:For other uses, see
43:Alexander Polyhistor
2048:The Economist Group
1846:on 10 December 2022
1028:Renaissance Studies
1005:The Free Dictionary
890:Interdisciplinarity
857:encyclopedic object
839:is also used, with
824:âcontrasted with a
680:Nicolaus Copernicus
640:Rabindranath Tagore
632:Hildegard of Bingen
592:Italian Renaissance
2036:(1 October 2009).
1906:, p. 173-174.
1894:, p. 134-136.
1810:, p. 282-283.
1498:Burke, P. (2012).
1247:A Latin Dictionary
1125:8 May 2014 at the
1040:10.1111/rest.12054
920:Polygraph (author)
732:Ămilie du ChĂątelet
724:Pierre-Paul Riquet
558:ÊżAlÄ« ibn AbÄ« áčŹÄlib
459:
274:musical instrument
70:
1955:978-80-7007-283-7
1502:(Vol. 2). Polity.
900:Multipotentiality
841:Leonardo da Vinci
656:Benjamin Franklin
644:Mikhail Lomonosov
604:Leonardo da Vinci
505:In his 2018 book
410:Russell's paradox
253:Leonardo da Vinci
185:Johann von Wowern
148:
136:
117:
102:
90:
62:Benjamin Franklin
16:(Redirected from
2282:
2236:
2234:
2232:
2208:
2206:
2204:
2158:
2146:
2121:
2119:
2117:
2063:
2061:
2059:
2043:Intelligent Life
2019:
2018:
2012:
2010:
1991:
1985:
1984:
1982:
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1966:
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1959:
1939:
1933:
1932:
1930:
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1901:
1895:
1889:
1880:
1874:
1868:
1862:
1856:
1855:
1853:
1851:
1845:
1840:. Archived from
1829:
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1728:
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1631:researchgate.net
1623:
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1615:Researchgate.net
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1059:
1019:
1010:
1009:
996:
990:
989:
987:
985:
970:
950:
946:
837:versatile genius
833:universal genius
815:
803:
801:homo universalis
776:Friedrich Engels
768:Thomas Jefferson
748:Bertrand Russell
660:John von Neumann
540:cites biologist
513:production lines
487:James C. Kaufman
402:Bharath Sriraman
397:Bharath Sriraman
300:
258:Late Middle Ages
204:English language
182:
143:
141:
131:
129:
112:
109:homo universalis
97:
95:
85:
83:
21:
2290:
2289:
2285:
2284:
2283:
2281:
2280:
2279:
2255:
2254:
2253:
2248:Wayback Machine
2239:Brown, Vincent
2230:
2228:
2214:
2202:
2200:
2193:
2178:
2170:Wayback Machine
2155:
2138:
2133:Wayback Machine
2115:
2113:
2111:
2096:
2083:Frost, Martin,
2078:Wayback Machine
2069:(August 2017).
2057:
2055:
2032:
2028:
2026:Further reading
2023:
2022:
2008:
2006:
1993:
1992:
1988:
1978:
1976:
1968:
1967:
1963:
1956:
1941:
1940:
1936:
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1910:
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1890:
1883:
1875:
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1849:
1847:
1838:Financial Times
1831:
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1826:
1818:
1814:
1806:
1799:
1791:
1787:
1777:
1775:
1754:(10184): 1926.
1741:
1740:
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1711:
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1638:Wayback Machine
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1127:Wayback Machine
1109:
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993:
983:
981:
980:. 10 April 2010
972:
971:
964:
959:
954:
953:
947:
943:
938:
933:
929:Greek mythology
865:
812:uomo universale
796:Renaissance man
792:
784:William Whewell
624:Christian Wolff
580:
574:
562:Nicolas of Cusa
550:open-mindedness
503:
484:
419:
399:
372:
328:
323:
264:of the time. A
245:
242:Renaissance Man
238:
236:Renaissance man
226:Richard Montagu
171:
159:Renaissance man
53:
46:
35:
28:
23:
22:
15:
12:
11:
5:
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2209:
2191:
2176:
2159:
2154:978-1594866265
2153:
2136:
2122:
2109:
2094:
2091:
2088:
2081:
2067:Edmonds, David
2064:
2029:
2027:
2024:
2021:
2020:
1986:
1961:
1954:
1934:
1908:
1896:
1881:
1879:, p. 148.
1869:
1867:, p. 146.
1857:
1824:
1812:
1797:
1785:
1729:
1709:
1692:
1679:
1659:
1641:
1618:
1587:
1574:
1565:
1556:
1537:
1517:
1504:
1491:
1478:
1461:
1444:
1431:
1410:
1408:(pp. 267â278).
1394:
1381:
1361:
1349:
1325:
1308:
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1252:
1237:
1230:
1204:
1177:
1156:
1135:
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978:The Australian
961:
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922:
917:
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907:
902:
897:
892:
887:
882:
880:Creative class
877:
872:
866:
864:
861:
791:
788:
752:B. R. Ambedkar
728:Leonhard Euler
688:René Descartes
672:Henri Poincaré
636:Ibn al-Haytham
573:
570:
502:
499:
483:
480:
451:
450:
447:
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398:
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371:
368:
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347:
327:
324:
322:
319:
237:
234:
177:in its title (
170:
167:
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
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2210:
2198:
2194:
2192:9781119508489
2188:
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2110:9781910649558
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2030:
2025:
2017:
2004:
2000:
1996:
1990:
1987:
1975:
1971:
1965:
1962:
1957:
1951:
1948:. Filosofia.
1947:
1946:
1938:
1935:
1922:
1918:
1912:
1909:
1905:
1900:
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1816:
1813:
1809:
1804:
1802:
1798:
1795:, p. 85.
1794:
1789:
1786:
1773:
1769:
1765:
1761:
1757:
1753:
1749:
1745:
1738:
1736:
1734:
1730:
1727:(1â2), 39â44.
1726:
1722:
1716:
1714:
1710:
1706:
1702:
1696:
1693:
1689:
1683:
1680:
1677:(4), 380â387.
1676:
1672:
1666:
1664:
1660:
1657:
1653:
1652:
1645:
1642:
1639:
1635:
1632:
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1616:
1612:
1608:
1604:
1598:
1596:
1594:
1592:
1588:
1584:
1578:
1575:
1569:
1566:
1560:
1557:
1544:
1540:
1538:9780300252088
1534:
1530:
1529:
1521:
1518:
1514:
1508:
1505:
1501:
1495:
1492:
1488:
1482:
1479:
1476:(2), 115â137.
1475:
1471:
1465:
1462:
1459:(4), 329â343.
1458:
1454:
1448:
1445:
1441:
1435:
1432:
1428:
1424:
1417:
1415:
1411:
1407:
1401:
1399:
1395:
1391:
1385:
1382:
1379:(2), 203â212.
1378:
1374:
1368:
1366:
1362:
1356:
1354:
1350:
1347:(1â2), 29â38.
1346:
1342:
1336:
1334:
1332:
1330:
1326:
1322:
1318:
1312:
1309:
1296:
1292:
1286:
1283:
1270:
1266:
1262:
1256:
1253:
1248:
1241:
1238:
1233:
1231:9780155037526
1227:
1223:
1218:
1217:
1208:
1205:
1192:
1188:
1181:
1178:
1174:
1170:
1168:
1160:
1157:
1153:
1149:
1147:
1144:polymathist,
1139:
1136:
1132:
1128:
1124:
1121:
1119:
1115:
1107:
1104:
1099:
1092:
1089:
1084:
1080:
1076:
1069:
1066:
1053:
1049:
1045:
1041:
1037:
1033:
1029:
1025:
1018:
1016:
1012:
1007:
1006:
1001:
995:
992:
979:
975:
969:
967:
963:
956:
945:
942:
935:
930:
926:
923:
921:
918:
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913:
911:
908:
906:
903:
901:
898:
896:
893:
891:
888:
886:
883:
881:
878:
876:
875:Competent man
873:
871:
868:
867:
862:
860:
858:
854:
850:
845:
842:
838:
834:
829:
827:
823:
819:
814:
813:
807:
802:
797:
790:Related terms
789:
787:
785:
781:
777:
773:
769:
765:
761:
757:
756:Nicole Oresme
753:
749:
745:
741:
740:Thomas Edison
737:
733:
729:
725:
721:
717:
713:
712:Blaise Pascal
709:
705:
701:
697:
693:
689:
685:
681:
677:
673:
669:
665:
661:
657:
653:
649:
645:
641:
637:
633:
629:
625:
621:
617:
613:
609:
605:
601:
597:
593:
589:
588:Enlightenment
585:
579:
571:
569:
567:
563:
559:
555:
551:
547:
543:
538:
533:
531:
525:
521:
518:
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510:
509:
500:
498:
494:
490:
488:
481:
479:
475:
471:
467:
463:
455:
448:
445:
442:
439:
436:
435:
434:
428:
425:
424:
423:
417:Michael Araki
416:
414:
411:
405:
403:
396:
394:
390:
386:
382:
378:
376:
369:
367:
360:
357:
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344:
343:
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335:
332:
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318:
314:
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308:
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294:
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285:
283:
279:
275:
271:
267:
263:
259:
254:
250:
243:
235:
233:
231:
227:
223:
219:
215:
214:Robert Burton
211:
210:
205:
200:
198:
194:
190:
186:
181:
176:
168:
166:
164:
160:
155:
150:
146:
140:
134:
125:
121:
115:
110:
106:
100:
94:
88:
79:
75:
67:
63:
59:
55:
51:
44:
40:
33:
32:Universal Man
19:
2229:. Retrieved
2220:
2201:. Retrieved
2181:
2172:
2147:. : Rodale.
2142:
2114:. Retrieved
2099:
2056:. Retrieved
2041:
2034:Carr, Edward
2014:
2007:. Retrieved
1998:
1989:
1977:. Retrieved
1973:
1964:
1944:
1937:
1925:. Retrieved
1911:
1899:
1872:
1860:
1848:. Retrieved
1843:the original
1837:
1827:
1815:
1788:
1776:. Retrieved
1751:
1747:
1724:
1720:
1704:
1700:
1695:
1687:
1682:
1674:
1670:
1649:
1644:
1626:
1621:
1610:
1606:
1582:
1577:
1568:
1559:
1547:. Retrieved
1527:
1520:
1512:
1507:
1499:
1494:
1486:
1481:
1473:
1469:
1464:
1456:
1452:
1447:
1439:
1434:
1426:
1422:
1405:
1389:
1384:
1376:
1372:
1344:
1340:
1320:
1316:
1311:
1299:. Retrieved
1295:the original
1285:
1273:. Retrieved
1264:
1255:
1246:
1240:
1215:
1207:
1195:. Retrieved
1180:
1172:
1166:
1165:polyhistor,
1159:
1151:
1145:
1138:
1130:
1117:
1113:
1106:
1097:
1091:
1074:
1068:
1056:. Retrieved
1031:
1027:
1003:
1000:"Polyhistor"
994:
982:. Retrieved
977:
944:
853:Eratosthenes
846:
836:
832:
830:
825:
821:
795:
793:
780:Satyajit Ray
760:Thomas Young
736:Nikola Tesla
720:Isaac Newton
676:Isaac Asimov
664:Omar Khayyam
616:Robert Hooke
608:Michelangelo
581:
542:E. O. Wilson
534:
526:
522:
508:The Polymath
506:
504:
495:
491:
485:
476:
472:
468:
464:
460:
432:
420:
406:
400:
391:
387:
383:
379:
373:
364:
340:
336:
329:
315:
311:
286:
246:
229:
221:
217:
207:
201:
174:
172:
158:
151:
119:
73:
71:
54:
2275:Renaissance
2173:Aeon Essays
2016:(Avicenna).
1850:16 December
1778:24 December
1572:Burke, 2012
1563:Burke, 2010
1549:16 November
1429:(2), 51â63.
1323:(1), 54â68.
1058:6 September
925:Polymatheia
915:Polyglotism
794:Aside from
652:Alan Turing
584:Renaissance
546:consilience
501:Waqas Ahmed
466:polymaths.
375:Peter Burke
370:Peter Burke
321:In academia
303:corporation
298:universitas
249:Renaissance
218:polymathist
216:; the form
2270:Giftedness
2259:Categories
2058:12 January
1904:Ahmed 2018
1892:Ahmed 2018
1877:Ahmed 2018
1865:Ahmed 2018
1820:Ahmed 2018
1808:Ahmed 2018
1793:Ahmed 2018
1748:The Lancet
1690:, 141â162.
1197:5 December
1173:OED Online
1152:OED Online
1131:OED Online
1112:polymath,
1034:(2): 279.
957:References
826:specialist
822:generalist
704:Archimedes
289:university
230:polyhistor
197:philomathy
120:polyhistor
93:polymathÄs
18:Polymathic
2231:12 August
1768:149445248
1083:0102-387X
1048:162763342
910:Philomath
831:The term
692:Aristotle
628:Al-Biruni
554:Confucius
537:Aristotle
266:gentleman
262:humanists
193:philology
175:polymathy
169:Etymology
139:polyīstor
133:romanized
128:ÏολÏ
ÎÏÏÏÏ
87:romanized
82:ÏολÏ
ÎŒÎ±ÎžÎźÏ
2244:Archived
2225:Archived
2203:6 August
2197:Archived
2166:Archived
2129:Archived
2116:6 August
2074:Archived
2052:Archived
2003:Archived
1979:6 August
1927:25 April
1921:Archived
1772:Archived
1634:Archived
1543:Archived
1515:, 67â79.
1269:Archived
1191:Archived
1123:Archived
1052:Archived
905:Opsimath
863:See also
764:Sequoyah
716:Wang Wei
700:Averroes
600:Avicenna
572:Examples
566:da Vinci
276:, write
270:courtier
74:polymath
1707:(1), 1.
1301:6 April
1275:6 April
1265:M-w.com
1222:450â456
984:27 July
870:Amateur
818:Italian
708:Hypatia
515:of the
147:
135::
116:
101:
89::
39:Solinus
2189:
2151:
2107:
2080:, BBC.
2009:29 May
1952:
1766:
1535:
1228:
1116:. and
1081:
1046:
885:Genius
808:) and
560:, and
307:master
278:poetry
163:gifted
1764:S2CID
1044:S2CID
936:Notes
806:Latin
295:word
293:Latin
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