Polymath

Pendidikan monomath telah menciptakan manusia seperti robot yang hanya mendidik manusia dengan satu cara. Pendidikan model seperti ini menekankan pada satu topik yang akan di dalaminya. Orang tersebut dapat saja ahli dibidang yang didalami tetapi jauh lebih bahaya ketika orang tersebut tidak memahami cara kerja di bidang yang lain.
Dalam era digital atau robotik yang monomath, maka manusia tidak dapat mengikuti pola yang demikian. Masa depan manusia tergantung pada manusia yang kreatif, inovatif dalam berbagai bidang yang disebut sebagai polymath.

The objective of this work is to propose a novel theoretical approach to leadership called polymathic leadership. “Polymathic” originates from the noun “polymath”, which means “a person of wide-ranging knowledge or learning” (OXFORD, 2015). Polymathic leadership is here presented as a pattern of leader behaviors that encourages and inspires followers to advance to higher levels of depth, breadth and connectedness of ideas, knowledge and competence. It is theorized this kind of leader behaviors and the kind of collective behavior it inspires are especially positive in dealing with problems and situations that are characterized by being difficult, complex, volatile, uncertain and ambiguous. Due to the obscurity of the term polymathy, the work first explores and reviews the meanings and definitions of the term, then articulates it with other, well-defined, constructs of the literature. After that, the definition and description of polymathic leadership is presented, along with its differentiation from other types of leadership. Moreover, the work introduces a model of polymathic leadership with examples of its relevance and usage in work groups. It concludes by highlighting the possibilities of further studies unfolded by this novel approach.

This article aims to contribute to the study of polymathy by introducing novel perspectives on the phenomenon and by advancing a new model that systematizes the different variables involved in its development. The article is divided into four sections. The first section involves a reflection about the nature of polymathy; the term mathema is presented as the unit that underpins the development of polymathic knowledge, and the elements that constitute the fundamental qualities of polymathy are identified and discussed. In the second section, the novel conceptualization of polymathy as a life project is introduced; it builds upon previous psychoeconomic approaches to offer a new perspective on the phenomenon. In the third section, a developmental model of polymathy is suggested; it organizes the different constructs involved in the development of polymathy into a framework that can serve as basis for future studies. Finally, implications for research, practice and policy are discussed.

O objetivo deste trabalho é lançar as bases teóricas para o desenvolvimento de um novo construto no campo de liderança chamado “liderança polímata”. “Polímata” pode se referir tanto a um substantivo (a pessoa polímata) como a um adjetivo (a liderança polímata). O termo tem origem no grego clássico e significa "amplo conhecimento ou aprendizagem" (OXFORD, 2015). A liderança polímata é aqui apresentada como um padrão de comportamentos de um líder que incentiva e inspira seguidores a avançar para níveis mais elevados de profundidade, amplitude e conectividade de ideias, conhecimentos e competências. Teoriza-se que tais comportamentos do líder assim como os comportamentos coletivos que essa abordagem defende são especialmente positivos para lidar com problemas e situações que se caracterizam por serem difíceis, complexas, voláteis, incertas e ambíguas. Devido à obscuridade do termo polimatia, o trabalho primeiro explora e analisa os significados e definições do termo para depois articular a polimatia com outros construtos bem definidos da literatura. Em seguida, é apresentada a definição e descrição da liderança polímata, além da análise de suas diferenças e similaridades com outras abordagens de liderança. Além disso, o trabalho apresenta exemplos de como essa abordagem de liderança pode ser utilizada em grupos de trabalho. O trabalho conclui destacando as possibilidades de novos estudos a partir desta nova abordagem.

In this paper, we investigate the five occurrences in the Apuleian corpus of the never-before-used and almost without posterity Latin adjective "multiscius", that formally corresponds to the Greek term πολυμαθής. Why does Apuleius characterize as "multiscii" figures as different as the poet Homer in the "Apologia", the sophists Hippias and Protagoras as well as the god Apollo in the Florida, and, lastly, Lucius, the hero of the Metamorphoses ? And why, conversely, does he omit to use it not only in the longest and most elogious portrait of a polymath of all his works, namely that of Pythagoras in "Florida" 15, but also in the case of other great figures of polymathy such as Varro ("Apologia"), Thales ("Florida" 18) and, last but not least, himself ? To answer those questions, we try and show that "multiscius" conveys in Apuleius both a positive and slightly negative meaning that can be actualized in one of its two faces according to the context : positive in so far as it praises variety of knowledge, but slightly negative as it relates back to a reality that remains inferior to real wisdom. The examination of the history of the Greek notion of πολυμαθία offers a confirmation to that hypothesis.

Although figures like Leonardo da Vinci, Benjamin Franklin and Gottfried Leibniz are admired for their multiple expertise and their contributions for multiple domains of human endeavor, the phenomenon of polymathy, which traditionally means wide-ranging knowledge, is still surprisingly underexplored in the literature. Despite having received wider attention in the popular domain in the last few years, polymathy as a field of scientific study is still in the early stages of development, with researchers calling for more studies in the area (e.g., Shavinina, 2013; Sriraman, 2009). At present, researchers studying this topic come from backgrounds as diverse as psychology, physiology, mathematics, management and education. Although incipient, the extant studies can already demonstrate the importance of polymathy as a concept that can help enhance our understanding of human diversity and of the elements that underlie one of the most human of traits: creativity. This article presents an overview of the contributions of six contemporary scholarly authors to the understanding of the phenomenon of polymathy. The criterion to choose the authors included in this article was the existence of publications in academic outlets focusing on the concept of polymathy itself (and not, for instance, on the biographies of specific polymaths).

Докладът има за цел да представи и обясни понятието за личности, наричани полимати. За такива личности е характерно успешното овладяване на повече от една област на творчеството или познанието, както и безпроблемното навлизане в тяхната дълбочина. Понятието полимат (от гръцкото πολυμαθής - „научил много”) възниква през 15-и век с развитието на ренесансовата личност, за която става характерно овладяването на различни умения вследствие на свободния избор, който си е извоювала. Идеята за такива личности води своето зараждане от ренесансовото развитие на хуманизма, според което разширението на личностното знание и способности следва да надскача собствените си граници постоянно. Виден представител на това твърдение е Леон Батиста Алберти, според когото човек може да прави всичко, стига да реши. Явлението е най-представително в Италианския ренесанс, изявено в напредъка на науката и изкуствата.
Като най-често споменаван и най-ярък пример за полимат се разглежда личността на Леонардо да Винчи - всестранно развит гений, който успешно работи в сферите на изобразителното изкуство, инженерството, архитектурата, медицината, музиката.
В така обособилата се връзка между понятието за полимат и неговия основен представител - Леонардо да Винчи, изследването ще си постави за цел да прокара граница между нормално развиващата се личност, търсеща съвършенство в една сфера на познанието - мономатично - и всестранно развитата личност (полимат), която успешно овладява различни дейности. Развитието на понятието в съвременността ще бъде също засегнато с оглед на възможността за създаване на условия, които да развиват бъдещи полимати.

The topic of this conference paper is pluralistic theology of Appayya Dīkṣita, an influential Hindu intellectual and a polymath from the 16th century South India. This foray into Appayya’s thought is a fragment of my broader research on polymathy in classical India and its role in the consolidation of Hinduism. In order to understand Appayya's motives and his public resonance, I explore the interrelations among various systems of thought in Appayya's writings. In other words, I examine the relations between the participants of an inter-sectarian dialogue, all of whom are the same person – Appayya Dīkṣita.

The ascendency of identity as an effective political mobilization strategy has opened significant opportunities for group definition (or redefinition) of previously accepted information and knowledge claims. The emergence of "identity politics" in this postindustrial era is but one of several reflective conditions, but certainly one that is imminently helpful in understanding the "reopening" of debate on Whitman's sexual orientation. In order to gain control over definitions it becomes necessary to rhetorically politicize the authority of scholars and the primacy of existing professional knowledge. The struggle over historicity, facilitated by the expansion of telecommunications technologies and online collaboration, has created a substantial opportunity to challenge seemingly "settled" knowledge and expand debate beyond academic boundaries while either appealing to academic authority, or dismissing claims of academic objectivity whenever rhetorical...

The ascendency of identity as an effective political mobilization strategy has opened significant opportunities for group definition (or redefinition) of previously accepted information and knowledge claims. The emergence of “identity politics” in this postindustrial era is but one of several reflective conditions, but certainly one that is imminently helpful in understanding the “reopening” of debate on Whitman’s sexual orientation. In order to gain control over definitions it becomes necessary to rhetorically politicize the authority of scholars and the primacy of existing professional knowledge. The struggle over historicity, facilitated by the expansion of telecommunications technologies and online collaboration, has created a substantial opportunity to challenge seemingly “settled” knowledge and expand debate beyond academic boundaries while either appealing to academic authority, or dismissing claims of academic objectivity whenever rhetorically convenient. The decline of trad...

This phenomenological study focused on the lived experiences of modern day polymaths. The constructs of openness to experience, identity, self-directed learning, polymathy or multi-disciplinarily, and intrapersonal functional diversity were used to frame the research. The primary theoretical lens of this study is based on Identity Theory and Social Identity Theory. The inquiry focused on accomplished polymaths with careers spanning both the arts and sciences. The participants’ narratives provided insights regarding how they became polymaths and what their experiences as polymaths have been like. The population for this phenomenological study was found using snowball sampling (also called chain or network sampling). Interviews with thirteen participants were conducted using a modified version of Seidman’s (2013) method, focusing on (1) life history, (2) details of the experience of being a polymath, and (3) meaning making of being a polymath. Through applying Moustakas’ (1994) phenom...

This article outlines the utility of the term ‘post-punk polymath’ to describe the sustained multi-medium and intertextual artistic practice engaged in by artists of the post-punk scene on New York’s Lower East Side in the late 1970s. Through the example of Kembra Pfahler and a detailed analysis of Lydia Lunch, it discusses the unique environment of artistic collaboration in the city that was sustained by the subcultures that occupied the dilapidated neighbourhood of the Lower East Side.

In this countercultural interzone, which flourished because of, rather than despite New York’s municipal degradation, Lunch remembers that ‘everyone was doing everything’. As both Lunch and Pfahler are artists whose practices encompass music, visual art, installation, literature and film, it is only by understanding their work across a multitude of artistic mediums that a sense of their wider artistic strategy can be arrived at. As I argue throughout, they are not musicians who also happen to produce film or installation, but post-punk polymaths engaged in a unified practice sustained and encouraged by the subcultural environment that they matured within.

It is increasingly argued that polymathy—vocational and avocational pursuits in multiple domains—is deeply associated with creativity and innovation, and that its development enables the creation of important bridges between otherwise fragmented, dispersed sets of knowledge. Nevertheless, the dominant culture in both industry and academia is still that of narrow specialization. In this paper, we argue that in the context of COVID-19 crisis, with its wicked and transdisciplinary nature, the disciplinary approach of specialization is ill-suited to solve our increasingly complex problems, and that polymathic thinking can be a crucial asset in this regard. Drawing on different literature strands, we first examine the interplay between polymathy and other well-developed constructs in personality and temperament research. We then advance theoretical predictions regarding the relationship between trait polymathy and resilience in the COVID-19 crisis. After that, we discuss learnable strategies that can be used in complex, uncertain and adverse situations, which are associated with development of a more polymathic (broader, deeper and more integrated) set of knowledge. Later, we discuss how it may be possible to better capitalize on the key features of polymathic thinking at the societal level. Finally, we conclude with a reflection on the adequacy of our current institutions for dealing with complex problems, and we underscore the crucial role of polymathic thinking in an increasingly complex and interrelated world.

As scholars and teachers, one of our most funda-mental struggles is answering this question: “Whatshould we know?” There is a great paradox inmanagement education: Individual scholars are in-centivized to focus on a particular issue in a singlediscipline (Leahey, 2007) and discouraged from de-veloping deep expertise in multiple fields; however,the world’s problems require a multidisciplinaryskillset—thatis,thecombinationandinvolvementofseveral academic disciplines or professional spe-cializations to a topic or problem. Despite this ob-served need, few incentives exist for individualscholars to address such challenges through multi-disciplinary research. Indeed, even within a busi-ness school, scholars examine the same universe ofproblems (e.g., firm financial performance, firm eth-ical behavior) and stakeholders (e.g., firms, employ-ees, customers, suppliers), albeit through differentand largely from “silo” disciplinary lenses, such asaccounting, economics, ethics, finance, law, organi-zational behavior, strategy, and supply chain oroperations management. Consequently, we often failto acknowledge that real-life problems involve multi-ple dimensions, not all of which can be addressed bya single discipline. Furthermore, focusing on only onedimension turns research into an “abstract formality”(JanssenG although collaborative,multidisciplinary tea ms are also important—apointaddressed extensively in the extant literature (e.g.,Van Der Vegt & Bunderson, 2005; Stokols et al., 2008).These limited multidisciplinary scholarship practi-ces among business school academics are surprisinggiven the abundant number of historical examples ofpolymaths’ significant contributions to society andacademia. Early examples of polymaths includeFrancis Bacon, Hildegard von Bingen, Leonardo daVinci, Erasmus, Eratosthenes, Ben Franklin, andGalileo Galelei. More recently, Luigi Luca Cavalli-Sforza, Nancy Chodorow, Elinor Ostrom, LinusPauling,Michael Polanyi,Herbert Simon, and VernonSmith developed multidisciplinary repertoires thatled to paradigm-shifting innovations in multiplefields. See Table 1 for examples.DOMINANT PARADIGM OF DISCIPLINE-BASED SCHOLARSHIPDiscipline-based scholarship is characterized byresearch that draws on knowledge from a singlediscipline and is driven principally by the scien-tificreductionapproach(Ben-David,1971).Assuch,discipline-based scholarship is to a large extentinfluenced by the professional standards of thediscipline, such that the potential topics are definedinternally. In contrast, mul tidisciplinary-based schol-arship draws on knowledge from different disciplines(Choi & Pak, 2006).Around the world, many universities ’ dominant in-stitutional paradigms are still based on the (German)model of higher education whereby structures and ac-tivities are shaped by the expert status of professorsandtheirdisciplinaryaffiliations(Abbott,2001;Whitley,2000). Immanuel Kant (1979/1798) claimed that theenterprise of Wissenschaft [German word for anystudy or science that involves systematic research]and knowing what we know must include differentcomponents or disciplines. Following this model,scholars become members of disciplinary commu-nities whose goals are then aligned to the corre-sponding departments and schools. Moreover, theuniversity institution is largely monolithic and path-dependent, perpetuating discipline-based scholar-ship and sometimes creating new niches that areeven more specialized. Such hyper-specializationexpandsexponentially,oftenwithoutanintegrativemoment. New academic fields sometimes emergethrough admittance-seeking social movements thatare comprised of differentiation, mobilization, andlegitimacy building (Hambrick & Chen, 2008). One il-lustration of the institutional pressures toward deepspecialization is the tenure and promotion (T&P) pro-cess. T&P documents freque ntly include discipline-specific language such as the following:

Lydia Lunch, David Wojnarowicz and Vaginal Davis are artists who each produced music, film, literature, performance, visual art and installation whilst participating in the subcultural communities of post-punk. This thesis frames them as post-punk polymaths, artists whose subcultural participation provides a link between their multiple artistic outputs. I position these artists in relation to the historical context of post-punk, and document its influence on both specific examples of their work and their artistic strategies more broadly. My original contribution is of a sustained process of attention to the work of these three artists that negotiates their personal antagonisms towards criticism and resistance to historicisation, the methodological challenge exemplified by their practice, and the critical potential of embracing this difficulty.

Through an account of New York’s post-punk scene (the formative artistic environment of both Lunch and Wojnarowicz), I examine the way the material conditions of the subculture provoked an undifferentiated, multi-media practice. I explore Lunch’s work through this subcultural context, and the interrelations of her diverse outputs and intentional blurring of art and life in her public persona. Through the work of David Wojnarowicz, I explore the potential pitfalls of overdetermination, or confined articulations of his practice within popular criticism and academia. My third case study moves away from New York to focus on the work of Los Angeles post-punk artist Vaginal Davis, examining the responsibility subculturally invested artists may have in maintaining their own marginality, through a framing of Davis’s practice as self-sabotaging. My thesis therefore highlights the difficulty of rationalising these practices as objects of disciplinarily constituted analysis, the problematic nature of their omission or selective and incomplete engagement, and examines the potential of the term polymath to understand artists whose work fails to map on to the disciplinary remits of academic scholars, genre critics or popular historians.

It is pertinent to highlight areas POLYMATH software is useful for chemical engineering analysis. Its applications had been demonstrated in this paper using 10 Problem Set, in areas that includes transport phenomena, heat transfer, reaction, and bioreaction kinetics to solve differential equations, nonlinear equations, simultaneous linear equations, graphical representation and regression problems arising in these fields using Licensed POLYMATH Software Version 6.10.261. POLYMATH is mostly used by students, teachers and researchers for educational purposes, but however limited in application by engineers in process industries, as more sophisticated softwares are preferred. Incorporating many solution approaches there in the literature for solving mathematical method problems, especially the newly proposed novel Extended Runge-Kutta Method of Order 6 into POLYMATH and the enabling of log-log plots is hereby recommended.

Today, we face numerous problems, from global health challenges to environmental crises, whose range and scope go far beyond any single discipline. Consequently, our standard approach—the very segregationist thinking described in C.P. Snow's 1959 lecture—becomes terribly ill-suited; it confines inquiry to a given set of facts, methods, and heuristics when our problems demand an integrative, multidisciplinary comprehension. One particular group of people have been masters in the latter approach; they have navigated seamlessly across different oceans of knowledge and, for them, the two cultures never existed: the polymaths.

Análisis de los testimonios sobre Pontiano de Nicomedia, uno de los interlocutores (¿ficticio?) del banquete descrito en los Deipnosofistas (Banquete de los eruditos) de Ateneo (finales del s. II, principios del III d.C.). De una gran y variada erudición, se observa en alguna de sus intervenciones un cierto antiplatonismo.

The contribution of punk and post-punk artists to popular music, film, fashion and visual art is now almost universally recognised within the academy, curatorial agendas and journalistic documentary. Whether in the institutional celebration of Punk.London (commemorating the 40-year ‘anniversary’ of punk in London), album reissues, or publications, punk occupies a well-established position in the histories of these cultural mediums. And yet, it is often the artists that are most able to be understood within the already existing frameworks of those mediums that become canonised. What about those artists who produced music, film, fashion, performance, visual art and literature concurrently as a way to subvert expectations of disciplinary conformity, and in many cases to avoid exactly the kind of accommodation offered by punk’s increased acceptance?

Drawing on my current PhD research and recent publications, this paper will examine the practice of the post-punk polymath, artists whose practice was shaped by the immediate aftermath of punk and operates across several disciplinary boundaries. By discussing the work of Vaginal Davis, Lydia Lunch and Genesis BREYER P-Orridge, it will highlight the difficulty of rationalising these practices when confronted with the historicising impulse of punk documentarists, and the artist’s own commitment to a still punk rejection of historicity. Each artist balances their practice between different modes of production, perhaps achieving a measure of acknowledgement as a musician without corresponding acceptance in their other fields of artistic practice. Despite Lunch’s status as a ‘legend’ of the No Wave post-punk scene in New York, for example, the symbiotic relationship between this musical identity and her investment film, performance and literature is rarely examined in detail.

This peripatetic nature is often a deliberate self-sabotage designed to appeal to a limited audience and maintain this critical marginality. An embracing of the polymath, and of the unsuitability of disciplinary focused histories to evaluate the success or significance of these practices, further questions the boundaries between academic disciplines, popular culture, and the niche knowledge of subcultures.