ERIC Number: EJ787939
Record Type: Journal
Publication Date: 2002
Reference Count: 5
Au Contraire: Point/Counterpoint
Bawden, Terri; Delisle, James R.
Gifted Child Today, v25 n3 p14-17 Sum 2002
This paper presents two separate and contrasting "opinion pieces" on the subject of multiple intelligence. Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result. Thus, Terri Bawden challenges Delisle to provide a single reference to substantiate his claim that Renzulli says one must produce a product to be gifted. Rather, Renzulli's programming model emphasizes product development and service-oriented activities as "vehicles" through which gifts and talents are manifested and nurtured. Bawden states that Delisle's strong accusations and misrepresentations are simplistic and naive. Perhaps some school districts have misinterpreted these theories and implemented them poorly, but these esteemed scholars should not be blamed for the trivialization of their ideas. In contrast, James R. Delisle states that Bawden presents a weak rebuttal to his views that is more defensive in tone than it is instructive, providing little depth and even less original analysis. He states that it is fine to champion Bawden's beliefs, but to be blind sighted by the ideas that SEM practices or MI theory can compensate for the lack of a definable, separate gifted program is preposterous, naive, simplistic, and groundless. Bawden should realize that MI and SEM are partial solutions to the full-time issue of how to serve the intellectual and emotional needs of children whose abilities and insights far surpass the typical.
Descriptors: Multiple Intelligences, Academically Gifted, Models, Program Effectiveness, History, Academic Achievement, Academic Discourse, Thinking Skills, Cognitive Ability, Intelligence Quotient, Student Development, Educational Resources
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States