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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.
500:, 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.
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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".
393:, 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.
541:. 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
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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
516:
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
244:
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
512:
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
396:
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
462:
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
373:
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
369:
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
322:
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
410:
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:
454:
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
401:
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
478:, 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.
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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.
366:, 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".
458:
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.
301:
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.
294:, 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
2004:
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.
553:. 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
1409:
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.
508:
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.
305:
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.
381:
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.
176:, 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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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.
53:
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
524:
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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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;
1457:
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).
236:
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
2154:
138:'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.
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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.
587:(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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1675:
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: 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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840:, they exhibit a vast scope of knowledge. However, this designation may be anachronistic in the case of persons such as
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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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579:, 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
1618:(Master's thesis), PontifĂcia Universidade CatĂłlica, Rio de Janeiro, Brazil. Retrieved from:
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19:"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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26:"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:
1752:
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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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533:'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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1250:"Renaissance man â Definition from the Merriam-Webster Online Dictionary"
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across many disciplines, multiple careers, and succeeding life stages".
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advanced multiple fields by applying mathematical principles to each.
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817: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".
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Individual whose knowledge spans a substantial number of subjects
2115:"The New Polymath: Profiles in Compound-Technology Innovations"
1906:"Renaissance man â Definition, Characteristics, & Examples"
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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
1802:
1823:"The hidden benefits of hiring Jacks and Jills of all trades"
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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
1164:. Oxford: Oxford University Press. Accessed December 2019.
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De Polymathia tractatio: integri operis de studiis veterum
169:
De Polymathia tractatio: integri operis de studiis veterum
571:
Polymaths include the great scholars and thinkers of the
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1886:
1871:
1787:
809:), which translate to 'universal man'. The related term
314:
2171:
The Polymath: Unlocking the Power of Human Versatility
583:, the idea of the polymath was allegedly expressed by
1934:
Juan Caramuel Lobkowitz: The Last Scholastic Polymath
1427:
Root-Bernstein, R., & Root-Bernstein, M. (2011).
1859:
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80:
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1830:
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1202:
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1959:"Wolff, Christian (1679â1754) | Encyclopedia.com"
2245:
2089:The Neo-Generalist: Where You Go is Who You Are
2085:
1412:Journal of Psychology of Science and Technology
1930:
1013:"Robert Burton and the problems of polymathy"
798:
269:, and so on, thus fulfilling the Renaissance
191:The earliest recorded use of the term in the
2150:Twigger, Robert, "Anyone can be a Polymath"
2086:Mikkelsen, Kenneth; Martin, Richard (2016).
1984:"BÄȘRĆȘNÄȘ, ABĆȘ RAYកÄN â Encyclopaedia Iranica"
1234:Lewis, Charlton T.; Short, Charles (1966) ,
217:in 1621. Use in English of the similar term
788:
285:
167:
2174:. West Sussex, UK: John Wiley & Sons.
1233:
446:The Developmental Model of Polymathy (DMP)
209:is slightly older, first appearing in the
1730:
1395:The international handbook on innovation
1344:
1342:
441:
45:
1643:(January 10, 2019). Available at SSRN:
1200:
195:is from 1624, in the second edition of
2246:
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1637:Araki, M. E., & Pires, P. (2019).
1534:from the original on 13 September 2022
1520:. Yale University Press. p. 352.
1173:
1010:
1006:
1004:
374:contributions to several disciplines.
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2167:
2043:from the original on 20 December 2019
1994:from the original on 17 November 2019
1931:DvoĆĂĄk, Petr; Schmutz, Jacob (2008).
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1677:Innovations in educational psychology
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836:When a person is described as having
55:Founding Fathers of the United States
30:. For the ancient Greek scholar, see
2127:
2021:
1820:
1572:International handbook on giftedness
1476:Creative contradictions in education
1379:International handbook on giftedness
1182:from the original on 11 October 2007
315:Robert Root-Bernstein and colleagues
1719:
1660:Learning and Individual Differences
1381:(pp. 853â870). Springer, Dordrecht.
1146:
1125:
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13:
2216:from the original on 17 April 2021
2188:from the original on 17 April 2021
2014:
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1351:
1315:
1194:
1093:
1043:from the original on 30 April 2021
952:
884:Jack of all trades, master of none
224:
221:dates from the late 16th century.
14:
2275:
1821:Hill, Andrew (11 February 2019).
1763:from the original on 7 March 2023
1645:https://ssrn.com/abstract=3313137
2124:, John Wiley & Sons. (2010).
1731:Robinson, Andrew (11 May 2019).
1260:from the original on 18 May 2006
778:
685:Frederick II, Holy Roman Emperor
471:Kaufman, Beghetto and colleagues
405:
1976:
1951:
1924:
1912:from the original on 3 May 2015
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1371:
1298:
1282:. Askoxford.com. Archived from
1272:
1242:
1227:
931:
188:, and polyhistory as synonyms.
92:'having learned much';
2092:. London: LID Publishing Ltd.
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1596:Journal of Genius and Eminence
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1459:Creativity Research Journal
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1280:"Oxford concise dictionary"
851:
787:, similar terms in use are
567:List of Renaissance figures
560:
172:) was published in 1603 by
141:Embodying a basic tenet of
127:
81:
10:
2280:
637:Johann Wolfgang von Goethe
564:
517:children scored higher in
228:
36:
25:
18:
2206:"In defense of polymaths"
1811:, pp. 160, 164, 176.
1733:"In pursuit of polymathy"
1429:Life stages of creativity
1238:, Oxford: Clarendon Press
916:â a muse of knowledge in
609:Gottfried Wilhelm Leibniz
601:Juan Caramuel y Lobkowitz
198:The Anatomy of Melancholy
116:
70:
39:Polymath (disambiguation)
2204:Wiens, Kyle (May 2012).
1592:Polymathy: A new outlook
1011:Murphy, Kathryn (2014).
924:
438:environmental moderators
435:intrapersonal moderators
2210:Harvard Business Review
1625:29 January 2018 at the
1348:R. Root-Bernstein, 2009
1201:Gardner, Helen (1970).
1174:Harper, Daniel (2001).
432:polymathic achievements
150:, often applied to the
2128:Sher, Barbara (2007).
1085:Wower, Johann (1665).
838:encyclopedic knowledge
799:
789:
657:Charles Sanders Peirce
447:
426:polymathic antecedents
286:
168:
97:
58:
2235:17 April 2021 at the
2168:Ahmed, Waqas (2018).
2113:Mirchandani, Vinnie,
1988:www.iranicaonline.org
1614:Araki, M. E. (2015).
1590:Araki, M. E. (2018).
1514:Burke, Peter (2020).
585:Leon Battista Alberti
565:Further information:
506:Industrial Revolution
445:
320:Robert Root-Bernstein
298:of a specific field.
49:
2254:Age of Enlightenment
2230:Polymath-Info Portal
2157:10 June 2021 at the
2120:7 April 2023 at the
2065:24 June 2021 at the
1963:www.encyclopedia.com
1286:on 30 September 2007
1205:Art through the Ages
761:Pierre-Simon Laplace
733:Florence Nightingale
429:polymathic mediators
143:Renaissance humanism
37:For other uses, see
32:Alexander Polyhistor
2037:The Economist Group
1835:on 10 December 2022
1017:Renaissance Studies
994:The Free Dictionary
879:Interdisciplinarity
846:encyclopedic object
828:is also used, with
813:âcontrasted with a
669:Nicolaus Copernicus
629:Rabindranath Tagore
621:Hildegard of Bingen
581:Italian Renaissance
2025:(1 October 2009).
1895:, p. 173-174.
1883:, p. 134-136.
1799:, p. 282-283.
1487:Burke, P. (2012).
1236:A Latin Dictionary
1114:8 May 2014 at the
1029:10.1111/rest.12054
909:Polygraph (author)
721:Ămilie du ChĂątelet
713:Pierre-Paul Riquet
547:ÊżAlÄ« ibn AbÄ« áčŹÄlib
448:
263:musical instrument
59:
1944:978-80-7007-283-7
1491:(Vol. 2). Polity.
889:Multipotentiality
830:Leonardo da Vinci
645:Benjamin Franklin
633:Mikhail Lomonosov
593:Leonardo da Vinci
494:In his 2018 book
399:Russell's paradox
242:Leonardo da Vinci
174:Johann von Wowern
137:
125:
106:
91:
79:
51:Benjamin Franklin
2271:
2225:
2223:
2221:
2197:
2195:
2193:
2147:
2135:
2110:
2108:
2106:
2052:
2050:
2048:
2032:Intelligent Life
2008:
2007:
2001:
1999:
1980:
1974:
1973:
1971:
1969:
1955:
1949:
1948:
1928:
1922:
1921:
1919:
1917:
1902:
1896:
1890:
1884:
1878:
1869:
1863:
1857:
1851:
1845:
1844:
1842:
1840:
1834:
1829:. Archived from
1818:
1812:
1806:
1800:
1794:
1785:
1779:
1773:
1772:
1770:
1768:
1728:
1717:
1706:
1697:
1686:
1680:
1673:
1667:
1656:
1647:
1635:
1629:
1620:researchgate.net
1612:
1606:
1604:Researchgate.net
1588:
1575:
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1171:
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1129:
1123:
1097:
1091:
1090:
1082:
1076:
1075:
1059:
1053:
1052:
1050:
1048:
1008:
999:
998:
985:
979:
978:
976:
974:
959:
939:
935:
826:versatile genius
822:universal genius
804:
792:
790:homo universalis
765:Friedrich Engels
757:Thomas Jefferson
737:Bertrand Russell
649:John von Neumann
529:cites biologist
502:production lines
476:James C. Kaufman
391:Bharath Sriraman
386:Bharath Sriraman
289:
247:Late Middle Ages
193:English language
171:
132:
130:
120:
118:
101:
98:homo universalis
86:
84:
74:
72:
2279:
2278:
2274:
2273:
2272:
2270:
2269:
2268:
2244:
2243:
2242:
2237:Wayback Machine
2228:Brown, Vincent
2219:
2217:
2191:
2189:
2182:
2159:Wayback Machine
2144:
2122:Wayback Machine
2104:
2102:
2100:
2072:Frost, Martin,
2067:Wayback Machine
2058:(August 2017).
2046:
2044:
2017:
2015:Further reading
2012:
2011:
1997:
1995:
1982:
1981:
1977:
1967:
1965:
1957:
1956:
1952:
1945:
1929:
1925:
1915:
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1899:
1891:
1887:
1879:
1872:
1864:
1860:
1852:
1848:
1838:
1836:
1827:Financial Times
1819:
1815:
1807:
1803:
1795:
1788:
1780:
1776:
1766:
1764:
1743:(10184): 1926.
1729:
1720:
1707:
1700:
1687:
1683:
1674:
1670:
1657:
1650:
1636:
1632:
1627:Wayback Machine
1613:
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1116:Wayback Machine
1098:
1094:
1083:
1079:
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1056:
1046:
1044:
1009:
1002:
987:
986:
982:
972:
970:
969:. 10 April 2010
961:
960:
953:
948:
943:
942:
936:
932:
927:
922:
918:Greek mythology
854:
801:uomo universale
785:Renaissance man
781:
773:William Whewell
613:Christian Wolff
569:
563:
551:Nicolas of Cusa
539:open-mindedness
492:
473:
408:
388:
361:
317:
312:
253:of the time. A
234:
231:Renaissance Man
227:
225:Renaissance man
215:Richard Montagu
160:
148:Renaissance man
42:
35:
24:
17:
12:
11:
5:
2277:
2267:
2266:
2261:
2256:
2241:
2240:
2226:
2201:
2198:
2180:
2165:
2148:
2143:978-1594866265
2142:
2125:
2111:
2098:
2083:
2080:
2077:
2070:
2056:Edmonds, David
2053:
2018:
2016:
2013:
2010:
2009:
1975:
1950:
1943:
1923:
1897:
1885:
1870:
1868:, p. 148.
1858:
1856:, p. 146.
1846:
1813:
1801:
1786:
1774:
1718:
1698:
1681:
1668:
1648:
1630:
1607:
1576:
1563:
1554:
1545:
1526:
1506:
1493:
1480:
1467:
1450:
1433:
1420:
1399:
1397:(pp. 267â278).
1383:
1370:
1350:
1338:
1314:
1297:
1271:
1241:
1226:
1219:
1193:
1166:
1145:
1124:
1092:
1077:
1054:
1000:
980:
967:The Australian
950:
949:
947:
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929:
928:
926:
923:
921:
920:
911:
906:
901:
896:
891:
886:
881:
876:
871:
869:Creative class
866:
861:
855:
853:
850:
780:
777:
741:B. R. Ambedkar
717:Leonhard Euler
677:René Descartes
661:Henri Poincaré
625:Ibn al-Haytham
562:
559:
491:
488:
472:
469:
440:
439:
436:
433:
430:
427:
420:
419:
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404:
387:
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360:
357:
352:
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342:
339:
336:
316:
313:
311:
308:
226:
223:
166:in its title (
159:
156:
15:
9:
6:
4:
3:
2:
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2265:
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2260:
2257:
2255:
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2249:
2238:
2234:
2231:
2227:
2215:
2211:
2207:
2202:
2199:
2187:
2183:
2181:9781119508489
2177:
2173:
2172:
2166:
2163:
2160:
2156:
2153:
2149:
2145:
2139:
2134:
2133:
2126:
2123:
2119:
2116:
2112:
2101:
2099:9781910649558
2095:
2091:
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2084:
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2075:
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2068:
2064:
2061:
2057:
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2033:
2028:
2024:
2020:
2019:
2006:
1993:
1989:
1985:
1979:
1964:
1960:
1954:
1946:
1940:
1937:. Filosofia.
1936:
1935:
1927:
1911:
1907:
1901:
1894:
1889:
1882:
1877:
1875:
1867:
1862:
1855:
1850:
1833:
1828:
1824:
1817:
1810:
1805:
1798:
1793:
1791:
1784:, p. 85.
1783:
1778:
1762:
1758:
1754:
1750:
1746:
1742:
1738:
1734:
1727:
1725:
1723:
1716:(1â2), 39â44.
1715:
1711:
1705:
1703:
1695:
1691:
1685:
1678:
1672:
1666:(4), 380â387.
1665:
1661:
1655:
1653:
1646:
1642:
1641:
1634:
1628:
1624:
1621:
1617:
1611:
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1597:
1593:
1587:
1585:
1583:
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1573:
1567:
1558:
1549:
1533:
1529:
1527:9780300252088
1523:
1519:
1518:
1510:
1503:
1497:
1490:
1484:
1477:
1471:
1465:(2), 115â137.
1464:
1460:
1454:
1448:(4), 329â343.
1447:
1443:
1437:
1430:
1424:
1417:
1413:
1406:
1404:
1396:
1390:
1388:
1380:
1374:
1368:(2), 203â212.
1367:
1363:
1357:
1355:
1345:
1343:
1336:(1â2), 29â38.
1335:
1331:
1325:
1323:
1321:
1319:
1311:
1307:
1301:
1285:
1281:
1275:
1259:
1255:
1251:
1245:
1237:
1230:
1222:
1220:9780155037526
1216:
1212:
1207:
1206:
1197:
1181:
1177:
1170:
1163:
1159:
1157:
1149:
1142:
1138:
1136:
1133:polymathist,
1128:
1121:
1117:
1113:
1110:
1108:
1104:
1096:
1088:
1081:
1073:
1069:
1065:
1058:
1042:
1038:
1034:
1030:
1026:
1022:
1018:
1014:
1007:
1005:
996:
995:
990:
984:
968:
964:
958:
956:
951:
934:
930:
919:
915:
912:
910:
907:
905:
902:
900:
897:
895:
892:
890:
887:
885:
882:
880:
877:
875:
872:
870:
867:
865:
864:Competent man
862:
860:
857:
856:
849:
847:
843:
839:
834:
831:
827:
823:
818:
816:
812:
808:
803:
802:
796:
791:
786:
779:Related terms
776:
774:
770:
766:
762:
758:
754:
750:
746:
745:Nicole Oresme
742:
738:
734:
730:
729:Thomas Edison
726:
722:
718:
714:
710:
706:
702:
701:Blaise Pascal
698:
694:
690:
686:
682:
678:
674:
670:
666:
662:
658:
654:
650:
646:
642:
638:
634:
630:
626:
622:
618:
614:
610:
606:
602:
598:
594:
590:
586:
582:
578:
577:Enlightenment
574:
568:
558:
556:
552:
548:
544:
540:
536:
532:
527:
522:
520:
514:
510:
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498:
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483:
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477:
468:
464:
460:
456:
452:
444:
437:
434:
431:
428:
425:
424:
423:
417:
414:
413:
412:
406:Michael Araki
403:
400:
394:
392:
383:
379:
375:
371:
367:
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356:
349:
346:
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340:
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328:
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307:
303:
299:
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288:
283:
279:
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268:
264:
260:
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248:
243:
239:
232:
222:
220:
216:
212:
208:
204:
203:Robert Burton
200:
199:
194:
189:
187:
183:
179:
175:
170:
165:
155:
153:
149:
144:
139:
135:
129:
123:
114:
110:
104:
99:
95:
89:
83:
77:
68:
64:
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52:
48:
44:
40:
33:
29:
22:
21:Universal Man
2218:. Retrieved
2209:
2190:. Retrieved
2170:
2161:
2136:. : Rodale.
2131:
2103:. Retrieved
2088:
2045:. Retrieved
2030:
2023:Carr, Edward
2003:
1996:. Retrieved
1987:
1978:
1966:. Retrieved
1962:
1953:
1933:
1926:
1914:. Retrieved
1900:
1888:
1861:
1849:
1837:. Retrieved
1832:the original
1826:
1816:
1804:
1777:
1765:. Retrieved
1740:
1736:
1713:
1709:
1693:
1689:
1684:
1676:
1671:
1663:
1659:
1638:
1633:
1615:
1610:
1599:
1595:
1571:
1566:
1557:
1548:
1536:. Retrieved
1516:
1509:
1501:
1496:
1488:
1483:
1475:
1470:
1462:
1458:
1453:
1445:
1441:
1436:
1428:
1423:
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1411:
1394:
1378:
1373:
1365:
1361:
1333:
1329:
1309:
1305:
1300:
1288:. Retrieved
1284:the original
1274:
1262:. Retrieved
1253:
1244:
1235:
1229:
1204:
1196:
1184:. Retrieved
1169:
1161:
1155:
1154:polyhistor,
1148:
1140:
1134:
1127:
1119:
1106:
1102:
1095:
1086:
1080:
1063:
1057:
1045:. Retrieved
1020:
1016:
992:
989:"Polyhistor"
983:
971:. Retrieved
966:
933:
842:Eratosthenes
835:
825:
821:
819:
814:
810:
784:
782:
769:Satyajit Ray
749:Thomas Young
725:Nikola Tesla
709:Isaac Newton
665:Isaac Asimov
653:Omar Khayyam
605:Robert Hooke
597:Michelangelo
570:
531:E. O. Wilson
523:
515:
511:
497:The Polymath
495:
493:
484:
480:
474:
465:
461:
457:
453:
449:
421:
409:
395:
389:
380:
376:
372:
368:
362:
353:
329:
325:
318:
304:
300:
275:
235:
218:
210:
206:
196:
190:
163:
161:
147:
140:
108:
62:
60:
43:
2264:Renaissance
2162:Aeon Essays
2005:(Avicenna).
1839:16 December
1767:24 December
1561:Burke, 2012
1552:Burke, 2010
1538:16 November
1418:(2), 51â63.
1312:(1), 54â68.
1047:6 September
914:Polymatheia
904:Polyglotism
783:Aside from
641:Alan Turing
573:Renaissance
535:consilience
490:Waqas Ahmed
455:polymaths.
364:Peter Burke
359:Peter Burke
310:In academia
292:corporation
287:universitas
238:Renaissance
207:polymathist
205:; the form
2259:Giftedness
2248:Categories
2047:12 January
1893:Ahmed 2018
1881:Ahmed 2018
1866:Ahmed 2018
1854:Ahmed 2018
1809:Ahmed 2018
1797:Ahmed 2018
1782:Ahmed 2018
1737:The Lancet
1679:, 141â162.
1186:5 December
1162:OED Online
1141:OED Online
1120:OED Online
1101:polymath,
1023:(2): 279.
946:References
815:specialist
811:generalist
693:Archimedes
278:university
219:polyhistor
186:philomathy
109:polyhistor
82:polymathÄs
2220:12 August
1757:149445248
1072:0102-387X
1037:162763342
899:Philomath
820:The term
681:Aristotle
617:Al-Biruni
543:Confucius
526:Aristotle
255:gentleman
251:humanists
182:philology
164:polymathy
158:Etymology
128:polyīstor
122:romanized
117:ÏολÏ
ÎÏÏÏÏ
76:romanized
71:ÏολÏ
ÎŒÎ±ÎžÎźÏ
2233:Archived
2214:Archived
2192:6 August
2186:Archived
2155:Archived
2118:Archived
2105:6 August
2063:Archived
2041:Archived
1992:Archived
1968:6 August
1916:25 April
1910:Archived
1761:Archived
1623:Archived
1532:Archived
1504:, 67â79.
1258:Archived
1180:Archived
1112:Archived
1041:Archived
894:Opsimath
852:See also
753:Sequoyah
705:Wang Wei
689:Averroes
589:Avicenna
561:Examples
555:da Vinci
265:, write
259:courtier
63:polymath
1696:(1), 1.
1290:6 April
1264:6 April
1254:M-w.com
1211:450â456
973:27 July
859:Amateur
807:Italian
697:Hypatia
504:of the
136:
124::
105:
90:
78::
28:Solinus
2178:
2140:
2096:
2069:, BBC.
1998:29 May
1941:
1755:
1524:
1217:
1105:. and
1070:
1035:
874:Genius
797:) and
549:, and
296:master
267:poetry
152:gifted
1753:S2CID
1033:S2CID
925:Notes
795:Latin
284:word
282:Latin
271:ideal
178:human
113:Greek
94:Latin
67:Greek
2222:2015
2194:2019
2176:ISBN
2138:ISBN
2107:2019
2094:ISBN
2049:2017
2000:2019
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