Term "Renaissance man" was first recorded in written English in the early 20th century.
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Term "Renaissance man" was first recorded in written English in the early 20th century.
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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.
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Renaissance man's works emphasize the contrast between the polymath and two other types: the specialist and the dilettante.
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Renaissance man has presented a comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species".
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Renaissance man observes that in ancient and medieval times, scholars did not have to specialize.
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In 2009, SriraRenaissance man 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.
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Renaissance man 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.
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Renaissance man sought to formalize in a general model how the development of polymathy takes place.
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Rather than seeing polymaths as exceptionally gifted, he argues that every huRenaissance man being has the potential to become one: that people naturally have multiple interests and talents.
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Renaissance man 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.
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Renaissance man observes that successful people in many fields have cited hobbies and other "peripheral" activities as supplying skills or insights that helped them succeed.
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Renaissance man cites a study of Nobel Prize-winning scientists which found them 25 times more likely to sing, dance, or act than average scientists.
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