My research focuses on possibilities, how people recognize or create them, then pursue them. I examine how individuals contribute to their own, each other’s, and the wider society’s and culture’s development—and how aware they are of those contributions. How does an individual harness resources to contribute something meaningful to oneself and one’s world? Specific concepts she has examined include creativity, commitment, purpose, entrepreneurship, self-regulation and executive function, and the interaction and deployment of multiple intelligences (especially the personal intelligences).
My work has been supported by the American Association of University Women, the Spencer Foundation, Harvard University, and Alpha Lambda Delta honor society. My dissertation, examining how commitments develop and function in the careers of poets and novelists at varying levels of creative influence on literature, was a finalist for both the Spencer Foundation Exemplary Dissertation Award and the Martin E. P. Seligman Award for Outstanding Dissertation Research in Positive Psychology.
I hold a master of education in mind, brain and education and a master of business administration. I earned my doctorate in human development and psychology from the Harvard Graduate School of Education.
Defining Wisdom Project Description
This research was conducted in response to Baltes’ call to study “wisdom-in-action,” and integrating models of wisdom related to individual competency, social interaction, and systems dynamics. In the course of this research, a computer simulator was built to study how individuals interact with data and with other individuals to make decisions within a complex situation. Mathematical equations were developed that represent the quantitative level of wisdom in the system, both instantaneously and long-term. These equations operationalize important issues in wisdom traditions and research, including the tension between collaboration and competition; long-term sustainability and short-term gains; and an individual’s versus the common good (fairness or distributive justice).
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 21-27.
Education policymakers often go astray when they attempt to integrate multiple intelligences theory into schools, according to the originator of the theory, Howard Gardner, and his colleagues. The greatest potential of a multiple intelligences approach...
Moran, S. & John-Steiner, V. (2004). How collaboration in creative work impacts identity and motivation. In Miell, D. & Littleton, K. (Eds.), Collaborative creativity: Contemporary perspectives (pp. 11-25). London: Free Association Press.
The essay looks at identity – “Who am I?” (p. 13) and motivation – “Why am I doing this?” (p. 16) in light of the complementary synergy and creative tension between collaborators. They cite instances of merged identities between collaborators, as well...