ERIC Number: EJ1019632
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 19
How Does Using Philosophy and Creative Thinking Enable Me to Recognise and Develop Inclusive Gifts and Talents in My Pupils?
Gifted Education International, v29 n3 p250-261 Sep 2013
In this writing it is my intention to show how using philosophy and creative thinking with junior school children has enabled me to identify gifts and talents of which I might otherwise have been unaware and to show the impact this has had on the children concerned in terms of their own awareness of themselves as learners. I will also question where this fits into current policies on gifted and talented education. The article will demonstrate how I have used an action research method based on my own values and embodied professional knowledge in that I have identified and sought to improve an area of concern in my teaching, and in generating my own living theory of how I teach, I have made my ideas available for public scrutiny, therefore testing them for validity against the critical responses of a wider audience (Whitehead and McNiff, 2006: 13). Using notes from my personal journal, sharing video evidence with colleagues and in discussion with the Tuesday Master's group at Bath University, I intend to comply with Habermas's (1976) criteria for validity in that what I say will be understandable to another person, understood by him or her and a common understanding reached, enabling me to add my own living theory contribution to the wider body of professional knowledge.
Descriptors: Gifted, Talent Development, Teaching Methods, Identification, Philosophy, Creative Thinking, Junior High School Students, Secondary School Teachers, Action Research, Video Technology, Teacher Attitudes, Validity, Foreign Countries, Learning Activities, Journal Writing
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Publication Type: Reports - Evaluative; Journal Articles
Education Level: Junior High Schools
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)