Bahan Bacaan Bab 3 EDUP 3033

1. Robert Sternberg
Robert Sternberg (born December 8, 1949) is an American psychologist
and psychometrician. He is Professor of Human Development at Cornell
University.[1]Prior to joining Cornell, Sternberg was president of the University of
Wyoming.[2] He has been Provost and Professor at Oklahoma State University, Dean of
Arts and Sciences at Tufts University, IBM Professor of Psychology and Education
at Yale University. He is a member of the editorial boards of numerous journals,
including American Psychologist. He was the past President for the American
Psychological Association.
Sternberg has a BA from Yale University and a PhD from Stanford University, under
advisor Gordon Bower. He holds thirteen honorary doctorates from two North American,
one South American, one Asian, and nine European universities, and additionally holds
an honorary professorship at the University of Heidelberg, in Germany. He is a
Distinguished Associate of the Psychometrics Centre at the University of Cambridge.
Among his major contributions to psychology are the triarchic theory of intelligence,
several influential theories related to creativity, wisdom, thinking styles, love and hate,
and is the author of over 1500 articles, book chapters, and books. A Review of General
Psychology survey, published in 2002, ranked Sternberg as the 60th most cited
psychologist of the 20th century.[3]
Robert Sternberg is married to Karin Sternberg, a German psychologist, with whom he
has a set of triplets, consisting of a boy and two girls.[4]Sternberg and his first wife had a
son and a daughter.

Early life
Sternberg was born on December 8, 1949, to a Jewish family, in New Jersey. Sternberg
suffered from test anxiety as a child. As a result, he became an inadequate test taker.
This upset him and he reasoned that a test was not an adequate measurement of his
true knowledge and academic abilities. When he later retook a test in a room that
consisted of younger students, he felt more comfortable and his scores increased
dramatically. The following year, he created the Sternberg Test of Mental Agility
(STOMA), his first intelligence test. This problem of test taking is what sparked
Sternberg’s interest in psychology.

Academic career
Sternberg was an undergraduate student at Yale University. Neither of Sternberg's
parents finished high school, and he was only able to attend Yale by achieving a National
Merit Scholarship and receiving financial aid.[5] He did so poorly in his introductory
psychology class that his professor insisted that he pursue another major. Determined to
succeed, Sternberg earned a B.A. summa cum laude, and was elected to Phi Beta
Kappa, gaining honors and exceptional distinction in psychology. Sternberg continued his
academic career at Stanford University, where he earned his Ph.D., in 1975.
Sternberg returned to Yale as an assistant professor of Psychology in 1975, and would
work at Yale for three decades, eventually becoming the IBM Professor of Psychology
and Education, as well as the founder and director of the Center for the Psychology of
Abilities, Competencies and Expertise.[1]
He left Yale in 2005 to assume the position of Dean of the College of Arts and Sciences
at Tufts University, where he quickly began his job search for a promotion to a Provost
position.[6] After multiple unsuccessful high-profile attempts to gain other academic
leadership positions within a few years of arriving at Tufts, including at the University of
Colorado[7] and the University of Iowa,[8]Sternberg was offered a position at Oklahoma
State University in 2010, where he remained as provost for three years. In early 2013,
Sternberg was named the new president of the University of Wyoming.[9] After resigning
from the University of Wyoming in late 2013, Sternberg joined the faculty of Cornell
University.[1]

University of Wyoming presidency

Sternberg took office in July 2013 as the University of Wyoming’s 24th president. His
major aim was to push the “development of ethical leadership in students, faculty and
staff".[10] Therefore, Sternberg wanted to change the University of Wyoming’s test-based
selection process of applicants towards an ethics-based admission process: “The set of
analytical skills evaluated in the ACT [American College Testing] is only a small sliver of
what you need to be an ethical leader.”[11]
After arriving at the University of Wyoming, President Sternberg's term was marked by
tumult in the faculty. Three weeks after taking in office as Wyoming’s new president, the
provost and vice president for academic affairs was asked to resign and stepped
down.[12] In the next four months, three associate provosts and four deans were asked to
resign or resigned voluntarily—many explicitly citing disagreements with President
Sternberg's approach.[13] In the Chronicle of Higher Education, November 15, 2013
("President of U of Wyoming Abruptly Resigns" by Lindsay Ellis), Sternberg's tenure was
described as "a period that saw rapid turnover among senior administrators and
unsettled the campus."
The last dean who stepped down, the Dean of the College of Law, Stephen Easton,
accused Sternberg at a university meeting of unethical treatment of staff, professors and
schools. “You have not treated this law school ethically.”[14] Sternberg refused to discuss
the case at the meeting. The Casper Star Tribune portrayed the situation at the university
as “chaos in the college”.[15] Additionally, other provosts blamed a lack of respect for and
interest in human capital. According to Peter Shive, a professor emeritus, Sternberg
asked everyone to wear the school colors, brown and gold, on Fridays. Shive said the
farther away from the administrative building he went, the fewer people were wearing
brown and gold.[16]
Ray Hunkins, a UW Law College graduate, former counsel to the UW trustees, a member
of the board of directors of the UW Foundation, and the Republican nominee for governor
of Wyoming in 2006, questioned Sternberg's policies which led to the dismissal or
resignation of the administrators. "I think there's chaos in the university," Hunkins said.[17]
On November 14, 2013, 137 days after Sternberg took the helm of UW, it was
announced at a press conference following a trustees meeting in William Robertson Coe
Library that Sternberg had tendered his resignation to the board. In a public statement
read by trustee President David Bostrom, Sternberg said that despite his care for the
university, "It may not be the best fit for me as president." Laughter arose immediately
upon the reading of Sternberg's statement.[18] In accordance to university regulations, vice
president for academic affairs Dr. Dick McGinity took the office as interim president. His
resignation was neither asked for, nor forced by the Board of Trustees.[19] According to
the Wyoming News, Sternberg’s four-month presidency produced more than $1.25
million in administration-related costs equivalent to the costs of 31 faculty staff positions
for one year.[20] This includes: $377,000 for Sternberg’s severance pay, including
$325,000 that he will be paid 2014; $37,500 in deferred compensation Sternberg is due
by December 31; about $89,000 for the next presidential search; $330,000 for search
firms to find replacements for administrators and deans who resigned; $265,000 for
renovations to the house and garage that Sternberg was allowed to continue to rent at a
price of $1,100 a month until May 31.

Honorary degrees
Sternberg holds thirteen honorary doctorates, including some from universities outside
the United States. The list of foreign universities that awarded the degrees includes
Complutense University of Madrid (Spain), University of Durham (UK), University of
Leuven (Belgium), University of Cyprus, University of Paris V (France), and St.
Petersburg State University (Russia).

Publications and research

Sternberg has acquired over $20 million in grants and contracts for his research and has
conducted research on five continents. The central focus of his research is on
intelligence, creativity, and wisdom. He has also studied close relationships, love, and
hatred. He has authored or co-authored over 1,500 publications.[1]

Awards and recognition

Sternberg’s awards include the Cattell Award from the American Psychological Society,
Sir Francis Galton Award from the International Association of Empirical Aesthetics, the
Arthur W. Staats Award from the American Psychological Foundation and the Society for
General Psychology and the E. L. Thorndike Award for Career Achievement in
Educational Psychology Award from the Society for Educational Psychology of
the American Psychological Association (APA). In the APA Monitor on Psychology,
Sternberg has been rated as one of the top 100 psychologists of the twentieth century.
The ISI has rated Sternberg as one of the most highly cited authors in psychology and
psychiatry (top .5 percent). Sternberg is a fellow of the National Academy of Education,
the American Academy of Arts and Sciences, the American Association for the
Advancement of Science, and other organizations. He is past-president of the American
Psychological Association and the Eastern Psychological Association, and currently is
President of the Federation of Associations in the Behavioral and Brain Sciences.

Research interests
Sternberg's main research include the following interests:

 Higher mental functions, including intelligence and creativity and wisdom

 Styles of thinking
 Cognitive modifiability
 Leadership
 Love and hate
Sternberg has proposed a triarchic theory of intelligence and a triangular theory of love.
He is the creator (with Todd Lubart[21]) of the investment theory of creativity, which states
that creative people buy low and sell high in the world of ideas, and a propulsion theory
of creative contributions, which states that creativity is a form of leadership.
He spearheaded an experimental admissions process at Tufts to quantify and test the
creativity, practical skills, and wisdom-based skills of an applicant.[22] He used similar
techniques when he was provost at Oklahoma State.
Sternberg has criticized IQ tests, saying they are "convenient partial operationalizations
of the construct of intelligence, and nothing more. They do not provide the kind of
measurement of intelligence that tape measures provide of height."[23]
In 1995, he was on an American Psychological Association task force writing a
consensus statement on the state of intelligence research in response to the claims
being advanced amid the Bell Curve controversy, titled "Intelligence: Knowns and
Unknowns."
2. Howard Gardner
Howard Earl Gardner was born July 11, 1943 in Scranton, Pennsylvania, to Ralph
Gardner and Hilde (née Weilheimer) Gardner, German-Jewish immigrants who fled
Germany prior to World War II.[4]
Gardner described himself as "a studious child who gained much pleasure from playing
the piano".[5] Although Gardner never became a professional pianist, he taught piano from
1958 to 1969.[3]
Education was of the utmost importance in the Gardner home. While his parents had
hoped that he would attend Phillips Academy Andover in Massachusetts, Gardner opted
to attend a school closer to his hometown in Pennsylvania, Wyoming Seminary. Gardner
had a desire to learn and greatly excelled in school.[6]
Career
Gardner graduated from Harvard University in 1965 with an A.B. in social relations, and
studied under the renowned Erik Erikson. He would go on to obtain
his Ph.D. in developmental psychology at Harvard while working with
psychologists Roger Brown and Jerome Bruner, and philosopher Nelson Goodman.[4]
For his postdoctoral fellowship, Gardner worked alongside Norman Geschwind at Boston
Veterans Administration Hospital and continued his work there for another 20
years.[3] Gardner began teaching at the Harvard Graduate School of Education in 1986.
Since 1995, much of the focus of his work has been on the Good Work Project, now
known as the Good Project.
In 2000, Gardner, Kurt Fischer, and their colleagues at the Harvard Graduate School of
Education established the master's degree program in Mind, Brain and Education. This
program was thought to be the first of its kind around the world. Many universities in both
the United States and abroad have since developed similar programs. Four years later in
2004, Gardner would continue writing about the mind and brain and would
publish Changing Minds: The Art and Science of Changing Our Own and Other People's
Minds, a book about seven forms of mind-change.[4]

3. Daniel Goleman
Goleman was born in Stockton, California, the son of freethinking college professors. He
received a scholarship from the Alfred P. Sloan Foundation to attend Amherst College.
The Amherst Independent Scholar program allowed him to transfer for his junior year to
the University of California at Berkeley. He returned to Amherst where he
graduated magna cum laude. He then received a scholarship from the Ford
Foundation to attend Harvard University where he received his PhD studying
under David C. McClelland.
He studied in India using a pre-doctoral fellowship from Harvard and a post-doctoral
grant from the Social Science Research Council. While in India, he spent time with
spiritual teacher Neem Karoli Baba, who was also the guru to Ram Dass, Krishna Das
(Singer) and Larry Brilliant.[1] He wrote his first book based on travel in India and Sri
Lanka.
Goleman then returned as a visiting lecturer to Harvard, where during the 1970s his
course on the psychology of consciousness was popular. McClelland recommended him
for a job at Psychology Today from which he was recruited by The New York Times in
1984.[2]
Goleman co-founded the Collaborative for Academic, Social, and Emotional Learning
at Yale University's Child Studies Center which then moved to the University of Illinois at
Chicago. Currently he co-directs the Consortium for Research on Emotional Intelligence
in Organizations at Rutgers University. He sits on the board of the Mind & Life Institute.[2]

Career
Goleman authored the internationally best-selling book, Emotional Intelligence (1995,
Bantam Books), that spent more than one-and-a-half years on The New York
Times bestseller list. Goleman developed the argument that non-cognitive skills can
matter as much as I.Q. for workplace success in Working with Emotional
Intelligence (1998, Bantam Books), and for leadership effectiveness in Primal
Leadership (2001, Harvard Business School Press). Goleman's most recent best-seller
is Focus: The Hidden Driver of Excellence (Harper, 2013).
In his first book, The Varieties of Meditative Experience (1977) (republished in 1988
as The Meditative Mind) Goleman describes almost a dozen different meditation
systems. He wrote that "the need for the meditator to retrain his attention, whether
through concentration or mindfulness, is the single invariant ingredient in the recipe
for altering consciousness of every meditation system".[3]
Awards
Goleman has received many awards, including:

 Career Achievement award for journalism from the American Psychological

Association
 Fellow of the American Association for the Advancement of Science in recognition of
his efforts to communicate the behavioral sciences to the public
 Bradford Washburn Award for science writing
 Klingenstein Educational Leadership Award
 Harvard Business Review McKinsey Award winner for his December 2013 article
“The Focused Leader”