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49-499: Körös-Maros National Park has a number of regions such as Kis-Sárrét swamp , Fáspuszta , Mágor-puszta or Kardoskúti Fehértó . It features a bustard reserve established in 1975. The major towns of the area are Szarvas and Dévaványa . The great flocks of birds that can be seen during the autumn migration season at Lake Fehér near Kardoskút . The lake is used as a resting place and nesting site by tens of thousands of plovers , cranes and wild ducks . The reserve at Dévaványa

98-400: A specialist —is used to describe a person with a general approach to knowledge. The term universal genius or versatile genius is also used, with Leonardo da Vinci 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. When a person

147-479: A comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species". 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

196-580: 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. Ahmed examines evidence suggesting that developing multiple talents and perspectives

245-436: A new model of education that better promotes creativity and innovation: "we must focus education on principles, methods, and skills that will serve them [students] in learning and creating across many disciplines, multiple careers, and succeeding life stages". Peter Burke , 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

294-514: A scrape in the ground, and incubates them alone. Genetic dating indicates that bustards evolved c. 30 million years ago in either southern or eastern Africa from where they dispersed into Eurasia and Australia. Bustards are gregarious outside the breeding season, but are very wary and difficult to approach in the open habitats they prefer. Most species are declining or endangered through habitat loss and hunting, even where they are nominally protected. The birds were once common and abounded on

343-423: A single issue. Ahmed cites biologist E. O. Wilson 's view that reality is approached not by a single academic discipline but via a consilience between them. One argument for studying multiple approaches is that it leads to open-mindedness . 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

392-408: A society, company, community, guild, corporation , 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 master of a specific field. When someone is called a "Renaissance man" today, it

441-463: 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 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

490-589: Is a refuge for the great bustard , the ostrich of the Hungarian puszta . 46°34′23″N 21°07′02″E  /  46.57306°N 21.11722°E  / 46.57306; 21.11722 This Hungarian geography article is a stub . You can help Misplaced Pages by expanding it . Bustard Bustards , including floricans and korhaans , are large, terrestrial birds living mainly in dry grassland areas and in steppe regions. They range in length from 40 to 150 cm (16 to 59 in). They make up

539-437: Is an individual whose knowledge spans many different subjects, known to draw on complex bodies of knowledge to solve specific problems. Embodying a basic tenet of Renaissance humanism 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 Renaissance man , often applied to

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588-685: Is apt to describe the typical walking style of the species. Some Indian bustards are also called floricans. The origin of the name is unclear. Thomas C. Jerdon writes in The Birds of India (1862) I have not been able to trace the origin of the Anglo-Indian word Florikin , but was once informed that the Little Bustard in Europe was sometimes called Flanderkin. Latham gives the word Flercher as an English name, and this, apparently, has

637-406: Is around 40 cm (16 in) long and weighs around 600 g (1.3 lb) on average. In most bustards, males are substantially larger than females, often about 30% longer and sometimes more than twice the weight. They are among the most sexually dimorphic groups of birds. In only the floricans is the sexual dimorphism the reverse, with the adult female being slightly larger and heavier than

686-418: 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 demonstrates superficial breadth but tends to acquire skills merely "for their own sake without regard to understanding

735-411: 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 polymaths. 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

784-475: 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 children scored higher in IQ tests after having drum lessons, and he uses such research to argue that diversity of domains can enhance a person's general intelligence. Ahmed cites many historical claims for

833-519: 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. 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. Robert Root-Bernstein

882-516: Is presented in a 2018 article with two main objectives: The model, which was designed to reflect a structural model, has five major components: 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. Breadth refers to comprehensiveness, extension and diversity of knowledge. It

931-581: The Diatribae upon the first part of the late History of Tithes of Richard Montagu in 1621. Use in English of the similar term polyhistor dates from the late 16th century. 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 Renaissance . Leonardo da Vinci has often been described as

980-1038: The Salisbury Plain . They had become rare by 1819 when a large male, surprised by a dog on Newmarket Heath , sold in Leadenhall Market for five guineas . The last bustard in Britain died in approximately 1832, but the bird is being reintroduced through batches of chicks imported from Russia. In 2009, two great bustard chicks were hatched in Britain for the first time in more than 170 years. Reintroduced bustards also hatched chicks in 2010. Polymath A polymath ( Greek : πολυμαθής , romanized :  polymathēs , lit.   'having learned much'; Latin : homo universalis , lit.   'universal human') or polyhistor ( Greek : πολυΐστωρ , romanized :  polyīstor , lit.   'well-learned')

1029-466: The family Otididae ( / oʊ ˈ t ɪ d ɪ d iː / , formerly known as Otidae ). Bustards are omnivorous and opportunistic, eating leaves, buds, seeds, fruit, small vertebrates , and invertebrates . There are 26 species currently recognised. The word bustard comes from the Old French bistarda and some other languages: abetarda ( pt ), abetarda ( gl ), avutarda ( es ) used for

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1078-504: The gifted people of that age who sought to develop their abilities in all areas of accomplishment: intellectual, artistic, social, physical, and spiritual. In Western Europe, the first work to use the term polymathy in its title ( De Polymathia tractatio: integri operis de studiis veterum ) was published in 1603 by Johann von Wowern , a Hamburg philosopher. Von Wowern defined polymathy as "knowledge of various matters, drawn from all kinds of studies ... ranging freely through all

1127-576: The great bustard . The naturalist William Turner listed the English spelling "bustard" and "bistard" in 1544. All of the common names above are derived from Latin avis tarda or aves tardas given by Pliny the Elder , these names were mentioned by the Pierre Belon in 1555 and Ulisse Aldrovandi in 1600. The word tarda comes from tardus in Latin meaning "slow" and "deliberate", which

1176-590: The English to be the English in India, and Flercher to be a clerical error for some form of floriken. The family Otididae was introduced (as Otidia) by the French polymath Constantine Samuel Rafinesque in 1815. Otididae and before that Otidae come from the genus Otis given to the great bustard by the Swedish naturalist Carl Linnaeus in the tenth edition of his Systema Naturae in 1758, it comes from

1225-1162: The Greek word ὠτίς ōtis . L. hartlaubii ( Hartlaub's bustard ) L. melanogaster ( black-bellied bustard ) A. nuba ( Nubian bustard ) A. ludwigii ( Ludwig's bustard ) A. denhami ( Denham's bustard ) A. heuglinii ( Heuglin's bustard ) A. arabs ( Arabian bustard ) A. kori ( Kori bustard ) A. nigriceps ( Great Indian bustard ) A. australis ( Australian bustard ) Tetrax tetrax ( little bustard ) Otis tarda ( great bustard ) C. macqueenii ( MacQueen's bustard ) C. undulata ( houbara bustard ) Sypheotides indicus ( lesser florican ) Houbaropsis bengalensis ( Bengal florican ) L. ruficrista ( red-crested bustard ) L. savilei ( Savile's bustard ) L. gindiana ( buff-crested bustard ) H. humilis ( little brown bustard ) H. rueppelii ( Rüppell's korhaan ) H. vigorsii ( karoo korhaan ) A. afra ( southern black korhaan ) A. afraoides ( northern black korhaan ) E. senegalensis ( white-bellied bustard ) E. caerulescens ( blue korhaan ) Family Otididae Bustards are all fairly large with

1274-431: The advantages of polymathy. Some of these are about general intellectual abilities that polymaths apply across multiple domains. For example, Aristotle 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

1323-549: The aesthetic and structural/scientific connections between mathematics, arts and the sciences. 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 and struggles of students as they tried to unravel Russell's paradox presented in its linguistic form. They found that those more engaged in solving

1372-522: 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 the Late Middle Ages and later spread to the rest of Europe. These polymaths had a rounded approach to education that reflected

1421-744: 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). Finally, his studies suggest that understanding polymathy and learning from polymathic exemplars can help structure

1470-550: 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 between disciplines, as they are currently defined and organized". Bharath Sriraman , 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

1519-404: 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". A key point in the work of Root-Bernstein and colleagues is the argument in favor of the universality of

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1568-447: The concept of dilettancy as a contrast to the idea of profound learning that polymathy entails. 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 segregated. In addition, integration can happen at

1617-499: 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 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

1666-555: 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. Regarding the interplay of polymathy and education, they suggest that rather than asking whether every student has multicreative potential, educators might more actively nurture

1715-476: The fields of the disciplines, as far as the human mind, with unwearied industry, is able to pursue them". Von Wowern lists erudition, literature, philology , philomathy , and polyhistory as synonyms. The earliest recorded use of the term in the English language is from 1624, in the second edition of The Anatomy of Melancholy by Robert Burton ; the form polymathist is slightly older, first appearing in

1764-490: The ideals of the humanists of the time. A gentleman or courtier of that era was expected to speak several languages, play a musical instrument , write poetry , and so on; thus fulfilling the Renaissance ideal . The idea of a universal education was essential to achieving polymath ability, hence the word university was used to describe a seat of learning. However, the original Latin word universitas refers in general to "a number of persons associated into one body,

1813-702: 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. 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 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

1862-445: 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 contributions to several disciplines. However, Burke warns that in the age of specialization, polymathic people are more necessary than ever, both for synthesis—to paint

1911-728: The limitations of their own knowledge. The importance of recognising these limitations is a theme that Ahmed finds in many thinkers, including Confucius , Ali ibn Abi Talib , and Nicolas of Cusa . 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 da Vinci advanced multiple fields by applying mathematical principles to each. Aside from Renaissance man , similar terms in use are homo universalis ( Latin ) and uomo universale ( Italian ), which translate to 'universal man'. The related term generalist —contrasted with

1960-697: The male. The wings have 10 primaries and 16–24 secondary feathers. There are 18–20 feathers in the tail. The plumage is predominantly cryptic. Bustards are omnivorous , feeding principally on seeds and invertebrates . They make their nests on the ground, making their eggs and offspring often very vulnerable to predation. They walk steadily on strong legs and big toes, pecking for food as they go. Most prefer to run or walk over flying. They have long broad wings with "fingered" wingtips, and striking patterns in flight. Many have interesting mating displays, such as inflating throat sacs or elevating elaborate feathered crests. The female lays three to five dark, speckled eggs in

2009-514: The most innovative artists have an interest or hobbies in the sciences. 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 of different domains and can foster creative thinking: "[creativity researchers] who discuss integrating ideas from diverse fields as

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2058-547: The multicreative potential of their students. As an example, the authors cite that teachers should encourage students to make connections across disciplines, use different forms of media to express their reasoning/understanding (e.g., drawings, movies, and other forms of visual media). In his 2018 book The Polymath , 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

2107-547: 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 interdisciplinary pedagogy. 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)

2156-430: 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. 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),

2205-486: 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 production lines of the Industrial Revolution is counter-productive both to

2254-594: The project of a polymathic self-formation may present itself to the person as more or less alluring and more or less feasible to be pursued. James C. Kaufman , 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. Based on their earlier four-c model of creativity, Beghetto and Kaufman proposed

2303-642: The same origin as Florikin. The Hobson-Jobson dictionary, however, casts doubt on this theory stating that We doubt if Jerdon has here understood Latham correctly. What Latham writes is, in describing the Passarage Bustard, which, he says, is the size of the Little Bustard: Inhabits India. Called Passarage Plover. ... I find that it is known in India by the name of Oorail; by some of the English called Flercher. (Suppt. to Gen. Synopsis of Birds, 1787, 229). Here we understand

2352-438: The two largest species , the kori bustard ( Ardeotis kori ) and the great bustard ( Otis tarda ), being frequently cited as the world's heaviest flying birds. In both the largest species, large males exceed a weight of 20 kg (44 lb), weigh around 13.5 kg (30 lb) on average and can attain a total length of 150 cm (59 in). The smallest species is the little brown bustard ( Eupodotis humilis ), which

2401-399: The 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 [academic] 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". Given this change in

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