ERIC Number: EJ781687
Record Type: Journal
Publication Date: 2008
Reference Count: 1
Swagger or Humility or Swagger and Humility: A New Goal for Educating Students with Gifts and Talents
Cross, Tracy L.
Gifted Child Today, v31 n1 p25-26 Win 2008
It is believed by many that unsophisticated notions of elitism are the bane of the field of gifted education. Some claims of elitism are based on an interpretation of the founding of their country as inherently egalitarian. Educational opportunities that are tailored to student abilities are determined to be inherently elitist and therefore anti-egalitarian. Humility is often described as a corollary to egalitarianism. Obviously then, swagger would not be acceptable to those who hold these beliefs. This concern only seems to hold in the context of schooling, especially as it pertains to gifted students. The incubator of talent creates differing scripts for appropriate behavior across the varying domains of talent, but with more in common than different. As the talented emerge into their respective professional ranks, they are reborn into a world of vastly different cultures. Although many cultures of work exist, each with rules and regulations, swagger is manifest and even expected in many that celebrate world-class achievement. In this article, the author states that to understand greatness, one must be able to recognize it in others. Being appreciative of the greatness of others does not diminish the growth of the aspirant; it creates humility and it becomes a step in the direction of developing the talents of the individual. Requiring the intellectually gifted youth to maintain humility without swagger dooms them to ignorance as it inserts an unnecessary and disingenuous impediment to world-class performance. Not being able to recognize brilliance does not create egalitarianism, it creates mediocre performance.
Descriptors: Educational Objectives, Academically Gifted, Ideology, Educational Opportunities, Talent, Work Environment, Talent Development, Social Behavior, Behavior Standards
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A