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"Esping, Amber"
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Intelligence and creativity: a complex but important relationship
The relationship between intelligence and creativity is often discussed and debated, and it has significant implications for education, student development, and the workplace. We use Sternberg’s framework for understanding intelligence–creativity work to examine research on this important topic, with an emphasis on several recent studies that exemplify the diversity of approaches to the topic. The paper concludes with suggestions for future research in this area. Throughout the paper, we emphasize the importance of carefully defining constructs in social science research.
Journal Article
Intelligence 101
Why does intelligence continue to fascinate us?Is there only one kind of intelligence, or are there multiple intelligences?Is intelligence innate or is it malleable?Where is the study of intelligence heading?.
eBook
Autoethnography and Existentialism: The Conceptual Contributions of Viktor Frankl
AbstractThe author introduces the existential psychology of the Austrian psychiatrist and Holocaust survivor Viktor Frankl (1905‐1997). The article describes several theoretical ideas and perceptual metaphors derived from Frankl’s scholarship that make it useful as a philosophical and historical underpinning for the practice of autoethnography. Frankl asserted that each individual’s disposition (natural talents and limitations), situation (external circumstances), and position (freely chosen attitude toward disposition and situation) work together to create a uniquely valuable and incommutable individual perspective. This incommutability suggests that the value of autoethnographic social science is based on the opportunities derived from the particular, not the general. Frankl’s work also demonstrates that transsubjectivity is best facilitated when several autoethnographers take advantage of their unique combinations of disposition, situation and position rather than when a single autoethnographer tries to move into multiple positions simultaneously. Psychologists who publish autoethnography may find Frankl’s ideas and metaphors useful for conceptualizing and defending their own scholarship.
Journal Article
The search for meaning in graduate school: Viktor Frankl's existential psychology and academic life in a school of education
Carspecken's (1996) critical qualitative approach to research was used in a three-year longitudinal study of four doctoral students who had an unusually personal investment in their dissertation topics. The participants were: A bereaved mother whose dissertation research focused on narratives created by bereaved parents; a school psychologist from an economically-disadvantaged background whose research focused on school psychologists' perceptions of low-income students; a transgendered student whose research centered on people who do not fit the two-gender paradigm; and an international graduate student who studied the experiences of other international students. Data were explored from within the a priori theoretical framework of Viktor Frankl's existential psychology (logotherapy). Major findings include: (1) Graduate school can function logotherapeutically to help doctoral students discover meaning in personal adversity, (2) researchers who have an empathetic connection to their dissertation topics face unique psychological challenges in graduate school, (3) an insider perspective can be used advantageously, while also posing special challenges to establishing the validity of research findings and (4) dissertation committees may not be aware of the degree of personal investment in their students' research agendas.
Dissertation
