Based on these findings, implica- tions will be drawn for current thinking, practice and research. ![]() In the interest of carefully constructing a developmental understanding spanning a number of decades, we will begin at the beginning of the modern study of gift edness and talent. Second, we will take stock of the solid empirical knowledge accumulated over the years through the eff ort s of those comm itted to the study of giftedness and talent. This discussion targets three objectives: First, it is the aim of this arti- cle to re flec t b ack on the history of the field and the evolution of its theoretic al concepts and, by so doing, to get some perspective on how we came to be in our current situation. How did we arrive at this morass of confusion? Th e thesis pre sented here is that if one can cut through th e politics long enough to dispassionately consider what has been learned over the years since the advent of IQ testing, there is some order and sense that can be dis- cerned. And, as always, the children whose needs are yet agai n lef t u nmet are the ones who are victimized most. ![]() Budding professionals in the field face an identity crisis. Parents looking to "the experts" for counsel struggle for some way to advocate for the needs of their particular children, who may not be displaying the type of giftedness or talent most favored at a particular point in time. Prac- titi oners becom e so confus ed that they are fa ir game for any new fa d that comes along.
0 Comments
Leave a Reply. |