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Open-mindedness is receptiveness to new ideas. Open-mindedness relates to the way in which people approach the views and knowledge of others. [1] Jason Baehr defines an open-minded person as one who "characteristically moves beyond or temporarily sets aside his own doxastic commitments in order to give a fair and impartial hearing to the intellectual opposition". [2]
Intellectual humility is a metacognitive process characterized by recognizing the limits of one's knowledge and acknowledging one's fallibility. It involves several components, including not thinking too highly of oneself, refraining from believing one's own views are superior to others', lacking intellectual vanity, being open to new ideas, and acknowledging mistakes and shortcomings.
Intellectual courage is a "character strength", [1] along with other personality aspects such as self-generated curiosity and open-mindedness. [1] The development of intellectual courage is iterative, stemming from the ongoing influence of one's social surroundings and environment. [5]
Openness to experience is one of the domains which are used to describe human personality in the Five Factor Model. [1] [2] Openness involves six facets, or dimensions: active imagination (fantasy), aesthetic sensitivity, attentiveness to inner feelings, preference for variety (adventurousness), intellectual curiosity, and challenging authority (psychological liberalism). [3]
(Miville, M., Romas, J., Johnson, J., and Lon, R. 2002) The study found that the counselor trainees that are more open to the idea of creative expression (a facet of Openness to Experience, Openness to Aesthetics) among individuals are more likely to work with a diverse group of clients, and feel comfortable in their role. [160]
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Openness is an overarching concept that is characterized by an emphasis on transparency and collaboration. [1] [2] That is, openness refers to "accessibility of knowledge, technology and other resources; the transparency of action; the permeability of organisational structures; and the inclusiveness of participation". [2]
William Hare (born February 7, 1944) is a philosopher whose writings deal primarily with problems in philosophy of education.He attended Wyggeston Grammar School for Boys, 1955–62.