The researcher must have specific intrinsic and acquired qualities, to be able to carry out research activities. The lack of these traits hinders the pursuit of research or makes the conduct of research slow and difficult. The characteristics of a good researcher can be divided into the three categories of cognitive, emotional, and behavioral.
A) Cognitive Characteristics
The most important characteristic of a researcher is reflection and thinking with the aim of answering the questions. The researcher uses his intellectual and background information to try and provide an answer to unsolved questions. So the major part of research activity focuses on reflections and thoughts rather than the presentation of research works in the form of books and theses. To have a clear picture of the researcher’s characteristics, we classify these traits into three general domains:
1) cognitive characteristics
2) emotional characteristics
3) behavioral characteristics
Cognitive characteristics are also categorized into intrinsic and acquired sub-categories. Intrinsic characteristics refer to the innate abilities of a person. The most important of those are high intelligence and a good memory. So it’s not like that everyone has the ability to perform research, but only those who have talents. So many people may not have the capacity for intellectual and research activity. We will analyze the cognitive features in two domains of intrinsic and acquired characteristics. Intrinsic traits are given and acquired attributes are achievable by the individual through their efforts.
b) Intrinsic Characteristics
Being Talented: The most important characteristic of the intrinsic dimension is the gift of talent. If we classify different levels of talent into ranges of weak, medium, good, and brilliant talents. Considering the lowest level of talent (intellectually disabled) and the highest level of talent (geniuses), the talent required for the researcher is brilliant or good. So, people with poor and even moderate talents will not be very successful in their research activities. Given the importance of talent and the priority of one’s level of talent, we will analyze the concept of talent in greater detail.
A. The Concept of Brilliant Talent
Talent is one of the most ambiguous and complex concepts in the field of educational sciences. Besides the difficulties in defining the term “humanities”, explaining this concept suffers from special obstacles, such as the involvement of moral and broad factors regarding different situations and different cultures. So in the next part, we will explain the barriers the way of defining the word “talent” and then the concepts of “gifted and talented”.
B. Lack of a Proper Definition
It is very difficult to provide a clear definition of brilliance, like most terms in the field of humanities. There are several reasons for this. We will explain some of them below.
Being Under the Influence of Prejudiced Assumptions
The impact of assumptions is another factor contributing to the diversity of the definitions of concepts in the humanities, such as the concept of genius and brilliance.
According to Western thinkers, especially liberalists, having a creative mind which is free from any beliefs is the most crucial element of a brilliant talent. Since according to them, having fixed beliefs is not compatible with the requirements of a good researcher.
Brilliant talents can only develop through questioning, criticizing, transcending the existing data, and generating new ideas. This is against the views of Islamic scholars and philosophers. According to whom, a lack of belief in fixed principles and an inability to hold permanent foundational knowledge is a sign of weakness.
From their point of view, gifted geniuses, thinkers, and first-rate scholars are the ones who, in their rational and cognitive dimensions, have conquered the highest peaks of knowledge and achieved the most indisputable rules governing the world and man.
Diversity of Factors Influencing the Realization of Talent
Diversity of the influencing factors on the realization of creative talents is another obstacle in the way of reaching a realistic definition of talent. Especially influential environmental factors and favorable or unfavorable social conditions have a great impact on the actualization and development of their talents.
Many of the characteristics of talented and normal students depend on their socioeconomic level, not their cleverness. So the better their economic status, the more likely they are to be physically and mentally healthy. Although all children -human beings in general- have many common characteristics that serve as bases for different classifications and are also used for a better understanding of them, they also have distinguishing features.
All children have similarities as well as differences. Differences and individual characteristics of children can sometimes lead to misunderstandings about them. So a child may be regarded as gifted, normal, or retarded depending on how desirable or inappropriate their characteristics are from the point of view of their parents or teachers. So we must admit that children are different, and it does not mean they are either gifted or intellectually disabled.
The differences and characteristics of children can be due to inheritance or environment. In other words, children are not only born as different individuals, but as they grow older, more and more differences emerge among them. So, understanding the types and extent of individual differences in children is essential for teachers and parents.
Diversity of Areas of Talent
Diversity of areas of talent (cognitive, emotional, and behavioral) is also an important factor contributing to the diverging views on the definition of genius and creative intelligence. This has led some scholars to turn to the multifaceted approach to defining talent despite the emphasis of most education and psychology scholars on the subjective dimension of brilliant talent.
Defining Talent
Talent has been referred to by various terms and expressions, such as gifted, genius, outstanding, and intelligent. The terms genius and talented are more common than others. In the next part, we first briefly define the term “gifted” and then, while explaining the concept of genius, we will make a comparison of the two.
1. Talented:
The word talented also has a variety of definitions so we will mention some of them below.
1.1. According to Marland, a talented and gifted person has the following characteristics:
1. General intellectual ability
2. specific academic ability
3. creative or productive thinking
4. leadership ability
5. visual and performing arts
6. psychomotor ability
1.2. Giftedness is defined as the potential or actual ability of individuals in various fields or at least in certain areas of creativity, specific cultural practices, leadership, visual arts, and the like.
1.3. A gifted or talented person is a person whose intellectual capacity is above average and who has an IQ higher than 117.5.
1.4. Another group referred to other factors such as appropriate family background, high scores, and academic achievements as the signs of a talented person.
1.5. Others have described the need for skilled and professional people to identify talent as a defining component of talent. “The gifted and talented people are the ones identified by qualified people and have outstanding academic achievement due to their excellent performance. They need distinctive educational programs and services, beyond what the regular schools’ curriculum has to offer.” They usually have potential or actual abilities in a) general intelligence ability, b) talent for specific cultural thinking, c) creative and productive thinking, d) leadership ability, and e) psychomotor ability. The following can be suggested as signs of talented people:
1) The domain of the ability of gifted individuals is not limited to their intellectual and mental abilities but also includes other areas such as verbal, behavioral, and leadership skills.
2) They have an IQ higher than 117.
3) Their academic performance is higher and more qualitative than the rest of the students.
4) Having an intrinsic talent is not enough. They also have to develop their talents which requires the proper environment in the family and school.
5) Unfortunately, in most cases, they do not have the requirements needed for the development of their talents.
2. Excellent Memory
Besides this inherent characteristic, an excellent memory is also needed. Although it is not as influential as talent, having an excellent memory has a significant impact on the research process. Moreover, it is particularly important in some fields of study. For instance, in the field of historical research, having a strong and active memory has a very serious and decisive role. Some people are able to remember details of events, can retell stories word by word, and read or write without needing a lot of practice. Although having such a memory is not necessary for everyone, it has particular importance in some fields. So we can conclude that two inherent traits are crucial in research, namely talent and an excellent memory.
Acquired Cognitive Characteristics
Mastering the Most Important Views in the Field of Study
In addition to the intrinsic traits, a good researcher must have a significant set of acquired characteristics. These types of traits comprise two general categories of information and mental skills. Information refers to the researcher’s mastery of information about his/her field of intellectual activity. In other words, research begins when one has full mastery over his/her field of study. So those who are in the early stages of their studies and still lack enough knowledge of major and current viewpoints in a field of thought will not be able to perform research activities in that field.
One of the significant problems of research is the lack of control and dominance of some scholars over the available information about their field of study. In some cases, the authors comment on some areas that they do not know the most basic and common theories of. Even some of the views criticized by these authors have been criticized and evaluated before. Thus, one’s lack of knowledge of the most fundamental theories can have a tremendous impact on the qualitative process of research. It can be very difficult and in some cases impossible to achieve this amount of information in the course of education. But with the proper training of the authorities and professors on the one hand and the pursuit of a deliberate and accurate curriculum on the other, the researcher can gain insight into most of the existing viewpoints.
Metacognitive skills
A. Improvement in Studies and Academic Achievement
A researcher should be able to read faster and easier than others. Such an ability provides the basis for academic achievement and promotion.
B. Learning Speed
High learning speed means learning with the least effort from the individual and the professors.
C. Self-motivated Attention to Detail
A researcher is aware of the details, even without the need for training.
D. The Ability of Thinking and Inference
One of the characteristics of a desirable researcher is his/her ability to reason, generalize, and deduce. They usually are able to think clearly and logically; perform reasoning, generalization, inference, and inference. Besides, they are capable of describing the reasons for their actions. They are also able to apply the lessons they learn in one situation to another one.
E. The Ability of Abstract Thinking
Another characteristic of a desirable researcher is the ability to abstract thinking. So there is no need to provide concrete examples or evidence to help them understand something.
F. The Ability of Complex Thinking
A good researcher is not satisfied by appearances but rather is interested in understanding the origin of a phenomenon. She/he tries to get to the core of a phenomenon, to understand its cause. Overall, a good researcher is basically interested in things that are beyond the experiences of her/his peers.
G. Not Being Content with Partial Data
A good researcher, unlike others, is not satisfied with achieving partial information on something. But rather seeks to discover the various ways and methods the author or professor uses to propose a problem.
H. Holistic and Structured Approach to Understanding Problems
The process of thinking, in addition to requiring the researcher’s knowledge of the available information, is only possible in light of the integration and adjustment of information. So lack of the ability to systematic thinking not only makes thinking difficult but sometimes even makes it difficult to think. In other words, a person who does not have the ability to adjust and categorize information in the face of a problem cannot easily access this information in their mind.
In other words, one of the most important stages of thinking (encountering a question, referring the question to a set of subjective information and discovering relevant information, selecting relevant information, and arranging them to obtain answers through deductive composition) is finding the relevant information for the leading question. This is possible when one has coherent, systematic, and classified information. Otherwise, the researcher will not be able to continue the process of thinking and solving the problem.
The important thing is that the researcher is like someone who owns a stack of books. But if the books are not classified, that person will not be able to find her desired book. S0 instead of finding this book prefers to buy it. A person whose mind is cluttered with information, instead of finding the desired information in their own mind, tries to find it by asking questions from someone else, who may not have as much information but has categorized them. It should be noted here that one may have a mind full of information, but if this information is incoherent it cannot be helpful. It may even be a cause of confusion. Given this, one can clearly understand the status and significance of systematic thinking.
In other words, all sciences have a certain kind of categorization. They are categorized into basic, average, and completely practical. So if one does not have a coherent mind, one cannot distinguish between different areas of thought and specify their starting point. Thinking of each other and not precisely determining the starting point of your thinking. The systematic thinking approaches not only makes it easier for the researcher to answer partial questions but also provides the basis for comparing the macrostructure of one epistemic domain with another. The consequence of this type of intellectual power is in some cases, so influential that it not only leads to the solution of minor problems but also to the formation of a new epistemic branch. Examples include analytical geometry, which is the product of the combination of algebra and geometry, or mathematical logic, which is the product of the combination of logic and mathematics.
The formation of interdisciplinary knowledge such as political economy or political sociology is, in fact, the product of such intellectual ability. The more systematic the mind of a person is, the more the product produced through the combination of extraordinary epistemic knowledge is reliable. Not only do the general public disregard the methodological dimensions of the information presented, but above all, they do not seek to adjust and integrate their knowledge. In contrast, a good researcher, in addition to quickly understanding the information, has also considered its various dimensions, seeking to discover the intrinsic and extrinsic relevance of their information. Having this structured thinking provides a good basis for linking current knowledge with previous knowledge, thus they are able to compare their current knowledge with their previous knowledge and discover the internal conflicts of their views. Of course, this is only one side of the coin because the constructivist tendency of the mind to integrate existing data with new information leads to a large and transversal structure. At a higher level, this can lead to the development of new interdisciplinary sciences such as mathematical logic, analytical geometry, and political economy. The importance of this issue is so great that some scientists, with a kind of extreme approach, invite all thinkers to combine their intellectual elements and urge them to enter into such an intellectual, personalized mental world. Regardless of this extreme recommendation, what is seen as an objective reality, both psychologically and sociologically, is a structuralism tendency in talented people and the production of new sciences with a mixed approach and the design of macro structures in sciences.
I. Critical Approach to Problems
Quick and easy understanding of the information provided by the professors or authors enables the researcher to pay attention to easily pass the surface and reach the deeper layers and dimensions of the issues.
So the researcher can notice issues, such as internal consistency and coherence, consistency with the previous data, the alignment of the content with the used method, and its accuracy or inaccuracy. But the critical approach does not always have a favorable outcome for the researcher, and even in some cases presents them with adverse challenges. For example, the articulation of complex issues in some cases challenges the scientific prestige of some researchers. This challenge can be properly understood when the questions of these individuals are often unpredictable.
Not confessing to one’s mistakes on the one hand and the fear of being considered illiterate because of their inability to answer unexpected questions, on the other hand, make the situation even more difficult. Moreover, may also be labeled impolite and inconsiderate. Other scholars, instead of sympathizing with them and understanding their real concerns, disturbing questions, and problems, accuse them of raising inappropriate questions and criticisms. It is noteworthy that despite being critical towards the views of others, a researcher is not as accepting and tolerant when facing criticism from others! Most creative thinkers refuse to accept the critical views of others and often reject them.
J. Innovation and Creativity
Creativity is the most distinctive feature of human beings in comparison with other creatures. Although all human beings have a certain level of creativity and innovation, living within a society and entrapment within the chains of traditions prevents the realization of mental potential. But, some people are able to make use of their intellectual and cognitive abilities at the highest levels. Given the semantic ambiguity of this concept, first of all, we will define the concept of creativity, and then address the most important characteristics of this feature and its place in the education of the elite. The word creativity has many definitions. We will explain some of them below:
“Creativity implies the ability to express new and useful ideas, making use of new communication technologies, and asking new but essential questions.”
“Creativity means paying attention to the details, elements, and ordered and logical arrangements as well as discovering innovative and unprecedented solutions. They need to be arranged in such a way to create a whole whose design or structure did not previously exist.”
“Intellectual creativity empowers people to create information and thoughts outside of their physical self.” A kind of information that is fresh, different, and personally meaningful.
Others have described the distinctiveness of the mental process leading to problem-solving as the main characteristic of creativity. “The term creativity refers to those mental processes that lead to solutions, ideas, conceptualizations, unique, and new art forms.”
Based on the abovementioned definitions and explanations of creativity, the characteristics of creative thinking are:
- Creative thinking involves combining ideas;
- Sometimes it requires divergent thinking;
- It requires some kind of non-traditional mental operation;
- It involves a type of mental intuition that is involuntary in some cases.
- It results in the emergence of a new phenomenon (an idea or visible effect).
- It is now not only for the creative person but also for others.
- It has significant and outstanding theoretical validity or practical value.
Emotional Characteristics
Curiosity
Unlike most people who are indifferent to common phenomena, a researcher pays attention even to the most common things. In other words, many of the things that are normal for the general public are mysterious to them.
Although the researcher cannot meditate on all matters, her mind gets full of questions and ambiguities when dealing with the issues around her. A researcher is curious and always exploring; she raises many exciting questions, investigates things deeply, and situations, and wants to know how things work.
Sense of Wonder
Given that a researcher observes seemingly normal natural phenomena from a curious perspective, they sometimes reach deeper facts and root causes of phenomena. Even if they are not able to understand its root, they can understand its complexity and grandeur to some extent. In light of such insights, a sense of wonder arises in them. Sometimes this sense of wonder is so heightened that they will not exchange such experiences with the pleasures of wealth and power. Such people are surprised and deeply impressed by normal things in life, feel strong emotions toward the world, and are eager to share their findings with others.
Wide Range of Interests
A researcher has a relatively wide range of interests. They can understand and analyze most topics, all of which are within the scope of their interest. Although this provides them with a better opportunity for choosing, it also causes a waste of their energy and makes them mentally exhausted. But researchers are usually interested in one subject more than others, and this is their driving force that provides the context for significant innovation.
Focused
Having an unusual, surprising look at the phenomena raises numerous questions and ambiguities in one’s curious mind. This causes a talented person to be able to concentrate on something. So such a person can heavily focus, her focus is not easily disrupted, tends to not notice the passage of time, and is deeply immersed in her duties.
Resistance and Stability
Talented people do not feel desperate in the face of difficulties and failures. But by gaining control over the negative emotions caused by failure, use what they have learned from such experiences. The difficulties do not discourage her. She concentrates her efforts on goals that others find impossible and unattainable. Such a person does not need any external motivation for pursuing the things that interest or attract her. In other words, the cause and motivation for continuing her work and showing resistance in the face of problems are internal rather than external.