Polymath - Knowledge

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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 Michèle 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 requirements—intelligence, motivation to be creative, and an environment that allows creative expression—that 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 454: 58: 334:

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.

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world—was 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

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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

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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

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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

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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

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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

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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

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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", who—through a feat of "intellectual heroism"—manage to make serious

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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 world—both from the systematic investigation of the natural world and from the flow of information coming from other parts of the

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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 synthesis—to paint the big picture—and 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

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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:

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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

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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.

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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:

BĪRŪNĪ, ABŪ RAYḤĀN MOḤAMMAD b. Aḥmad (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 Sīnā

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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

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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.

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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.

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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.

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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 973: 1633: 349:

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.

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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

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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,

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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.

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Root‐Bernstein, R. S., Bernstein, M., & Gamier, H. (1993). Identification of scientists making long‐term, high‐impact 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;

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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).

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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

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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.

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Kaufman, J. C., Beghetto, R. A., Baer, J., & Ivcevic, Z. (2010). Creativity polymathy: What Benjamin Franklin can teach your kindergartener.

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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:(1404–1472), a polymath himself, in the statement that "a man can do all things if he will". Well-known and celebrated polymaths include 2152: 894: 2180: 2190: 2108: 1536: 1229: 1686:

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.

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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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Jaumann, Herbert, "Was ist ein Polyhistor? Gehversuche auf einem verlassenen Terrain", Studia Leibnitiana, 22: 76–89. (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

2128: 1542: 2264: 623: 2073: 851:, they exhibit a vast scope of knowledge. However, this designation may be anachronistic in the case of persons such as 683: 2162: 2066: 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: 31–47. (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

1023: 595: 590:, who excelled at several fields in science, technology, engineering, mathematics, and the arts. In the 529: 516: 330: 132: 86: 2037: 2274: 1699:

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

252: 184: 61: 1629:(Master's thesis), Pontifícia Universidade Católica, Rio de Janeiro, Brazil. Retrieved from: 1755: 1614: 1035: 817: 775: 767: 747: 659: 561: 486: 401: 257: 203: 30:"Universal man" redirects here. For the sculpture by Canadian artist Gerald Gladstone, see 2247: 2169: 2132: 2077: 1637: 1511:

Burke, P. (2010). The polymath: A cultural and social history of an intellectual species.

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Burke, Peter (2011). "O polímata: a história cultural e social de um tipo intellectual".

37:"Polyhistor" redirects here. For the Roman author and book also known as Polyhistor, see 433:

The model, which was designed to reflect a structural model, has five major components:

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Beghetto, R. A., & Kaufman, J. C. (2009). Do we all have multicreative potential?.

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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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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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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.

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A social history of knowledge II: From the encyclopaedia to Knowledge

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between disciplines, as they are currently defined and organized".

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Individual whose knowledge spans a substantial number of subjects

2126:"The New Polymath: Profiles in Compound-Technology Innovations" 1917:"Renaissance man – Definition, Characteristics, & Examples" 291:

was used to describe a seat of learning. However, the original

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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

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of that era was expected to speak several languages, play a

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Diatribae upon the first part of the late History of Tithes

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De Polymathia tractatio: integri operis de studiis veterum

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De Polymathia tractatio: integri operis de studiis veterum

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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

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Juan Caramuel Lobkowitz: The Last Scholastic Polymath

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Root-Bernstein, R., & Root-Bernstein, M. (2011).

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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:Dvořák, 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. 1235–1256). 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:. 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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:—contrasted 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:Émilie du Châtelet 724:Pierre-Paul Riquet 558:ʿAlī ibn Abī Ṭālib 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: 1980: 1966: 1960: 1959: 1939: 1933: 1932: 1930: 1928: 1913: 1907: 1901: 1895: 1889: 1880: 1874: 1868: 1862: 1856: 1855: 1853: 1851: 1845: 1840:. 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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: 1926: 1924: 1915: 1914: 1910: 1902: 1898: 1890: 1883: 1875: 1871: 1863: 1859: 1849: 1847: 1838:Financial Times 1831: 1830: 1826: 1818: 1814: 1806: 1799: 1791: 1787: 1777: 1775: 1754:(10184): 1926. 1741: 1740: 1731: 1718: 1711: 1698: 1694: 1685: 1681: 1668: 1661: 1647: 1643: 1638:Wayback Machine 1624: 1620: 1600: 1589: 1580: 1576: 1571: 1567: 1562: 1558: 1548: 1546: 1539: 1524: 1523: 1519: 1510: 1506: 1497: 1493: 1484: 1480: 1467: 1463: 1450: 1446: 1437: 1433: 1419: 1412: 1403: 1396: 1387: 1383: 1370: 1363: 1358: 1351: 1338: 1327: 1314: 1310: 1300: 1298: 1289: 1288: 1284: 1274: 1272: 1259: 1258: 1254: 1244: 1243: 1239: 1232: 1211: 1210: 1206: 1196: 1194: 1184: 1183: 1179: 1162: 1158: 1141: 1137: 1127:Wayback Machine 1109: 1105: 1095: 1094: 1090: 1072: 1071: 1067: 1057: 1055: 1021: 1020: 1013: 998: 997: 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: 2288: 2286: 2278: 2277: 2272: 2267: 2257: 2256: 2252: 2251: 2237: 2212: 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. 267–278). 1394: 1381: 1361: 1349: 1325: 1308: 1282: 1252: 1237: 1230: 1204: 1177: 1156: 1135: 1103: 1088: 1065: 1011: 991: 978:The Australian 961: 960: 958: 955: 952: 951: 940: 939: 937: 934: 932: 931: 922: 917: 912: 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: 444: 441: 438: 431: 430: 427: 418: 415: 398: 395: 371: 368: 363: 362: 359: 356: 353: 350: 347: 327: 324: 322: 319: 237: 234: 177:in its title ( 170: 167: 26: 24: 14: 13: 10: 9: 6: 4: 3: 2: 2287: 2276: 2273: 2271: 2268: 2266: 2263: 2262: 2260: 2249: 2245: 2242: 2238: 2226: 2222: 2218: 2213: 2210: 2198: 2194: 2192:9781119508489 2188: 2184: 2183: 2177: 2174: 2171: 2167: 2164: 2160: 2156: 2150: 2145: 2144: 2137: 2134: 2130: 2127: 2123: 2112: 2110:9781910649558 2106: 2102: 2101: 2095: 2092: 2089: 2086: 2082: 2079: 2075: 2072: 2068: 2065: 2053: 2049: 2045: 2044: 2039: 2035: 2031: 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: 1897: 1893: 1888: 1886: 1882: 1878: 1873: 1870: 1866: 1861: 1858: 1844: 1839: 1835: 1828: 1825: 1821: 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:(1–2), 39–44. 1726: 1722: 1716: 1714: 1710: 1706: 1702: 1696: 1693: 1689: 1683: 1680: 1677:(4), 380–387. 1676: 1672: 1666: 1664: 1660: 1657: 1653: 1652: 1645: 1642: 1639: 1635: 1632: 1628: 1622: 1619: 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), 115–137. 1475: 1471: 1465: 1462: 1459:(4), 329–343. 1458: 1454: 1448: 1445: 1441: 1435: 1432: 1428: 1424: 1417: 1415: 1411: 1407: 1401: 1399: 1395: 1391: 1385: 1382: 1379:(2), 203–212. 1378: 1374: 1368: 1366: 1362: 1356: 1354: 1350: 1347:(1–2), 29–38. 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: 916: 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: 514: 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: 354: 351: 348: 345: 344: 343: 339: 335: 332: 325: 320: 318: 314: 310: 308: 304: 299: 294: 290: 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: 18:Universal man 2229:. 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