ABSTRACT The science of wisdom draws on ancient archetypes of wisdom that provide important models for living a good life, but none of them seems adequate for STEM wisdom because they don’t have any obvious connection to science and technology. In this paper, we propose addressing gaps in contemporary STEM education by adapting another ancient archetype that the wise scholar-craftsman, exemplified by the ancient Mesopotamian ummânu (Akkadian for expert-scholar and master craftsman). Using historical analysis, we show the value of the ummânu model for developing STEM wisdom, a special case of scientific wisdom. This is because of the ummânu emphasis on truth-telling, self-transcendence, humility, foresight, and civic service that provided a framework for cultivating both technical proficiency and the ethical and critical-thinking skills necessary for socially responsible innovation today.

ABSTRACT STEM research has led to extraordinary advancements, but not all STEM knowledge contributes to the greater good. In this paper, we discuss the nature of wisdom from a psychological standpoint and apply this understanding to STEM contexts. First, we define wisdom according to a recent integrative model and then use this model to explore what a wise STEM researcher and research group would look like. Second, we discuss structural obstacles to wisdom in STEM research, such as concerns with productivity, notoriety, and profitability. Finally, we conclude with an exploration of what wise STEM education might involve. This paper is a call to all STEM researchers and educators to infuse wisdom into their practice for the benefit of the greater good.

ABSTRACT There is a myriad of scholarship on helping educators (i.e. teachers and administrators) to be (more) culturally competent in working with students of color. However, this is not often the case for school and mental health counselors. This article discusses two theories and one set of organizational standards that school and school-based mental health counselors can use in their efforts to become culturally responsive/competent with Black students in Gifted and Talented Education (GATE). These theories (i.e. racial identity development, Afrocentric Cultural Styles, and Social Justice Standards) can assist professionals in recruiting and retaining Black GATE students, as well as training colleagues on how to equitably work with this population. This manuscript is dedicated to understanding and addressing the social-emotional, psychological, and mental health development and needs of P–12 advanced Black students.

ABSTRACT The main objective of this study was to determine the relationship between physical activity (PA) and gifted achieving/underachieving young people, considering gender and educational stage. A total of 219 students from the 3rd year of Primary Education up to the 4th year of secondary education participated in the study. PA was assessed using the Physical Activity Questionnaire for Children and Adolescents. Academic performance was measured using students’ average grades. The results indicated that there was no clear relationship between PA and academic performance in gifted students. However, PA levels were higher in boys with higher academic performance. In addition, the educational stage seemed to be a determinant for PA in the gifted population, with higher levels of PA in Primary School.

ABSTRACT The objective of this study was to assess, using an online survey, the attitudes of French elementary school teachers (N = 227) toward gifted students, their self-efficacy, and their use of pedagogical practices in relation to perceived eligibility and required investment. We also examined the effect of teachers’ gender and of specific variables related to knowledge of giftedness. Our findings indicate that teachers hold a predominantly positive attitude toward gifted students and limited self-efficacy about teaching them. Additionally, teachers generally have a favorable perception of pedagogical practices tailored for gifted students and consider the investment required to implement them to be relatively manageable. However, in practice, these measures seem to be used moderately. Regression analyses show that perceived eligibility, followed by required investment and self-efficacy, are the best predictors of the frequency of using teaching practices, with significant variability depending on intervention.

ABSTRACT Courage is an essential yet understudied component of innovation and ethical leadership, especially in the STEM fields. This paper introduces the ecological system model of courage, inspired by Bronfenbrenner’s ecological systems theory, to conceptualize courage across five levels—micro-, meso-, exo-, macro-, and chrono-courage. The model illustrates how courage develops within nested systems, from individual acts of bravery to collective, long-term societal transformation. We argue that transformational courage is vital for addressing global challenges such as climate change, public health crises, and systemic inequities. This paper highlights the importance of fostering multilevel courage in educational, professional, and societal settings for sustained impact and resilience.

ABSTRACT Currently, most education for the gifted, including STEM education for the gifted, places great emphasis on the development of knowledge, analytical skills, and less often, creative skills, but little or no emphasis on the development of wisdom-related skills. We argue that this failure to emphasize the development of wisdom is a serious mistake. Science, technology, engineering, and mathematics can be used for good ends, but too often, are being used for bad ends by gifted individuals whose education and reward systems do not prepare them for the challenges the world faces today. The goal of this article and of this special issue is to encourage STEM education for gifted students that recognizes, develops, and rewards STEM wisdom—the seeking of a common good over the long- as well as the short term.