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ERIC Number: EJ992860
Record Type: Journal
Publication Date: 2012
Pages: 3
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1359-8139
Different Research Paradigms Concerning Giftedness and Gifted Education: Shall Ever They Meet?
Heller, Kurt A.
High Ability Studies, v23 n1 p73-75 2012
Knowledge regarding giftedness and gifted education is supplied by different sources of information and different research paradigms. Particularly relevant approaches are here the psychometric paradigm, the expert-novice paradigm, and the explanatory approaches from cognitive sciences, also the quasi-experimental social and developmental studies as well as the longitudinal (program) evaluation studies. In the current target article "Towards a systemic theory of gifted education" by Ziegler and Phillipson the authors criticize the "erroneous view" of these research paradigms with respect to gifted education as well as to the understanding of the development of excellence or exceptionality. Instead of them, they plead for a "paradigm shift" and describe "basic principles of gifted education" based on the "actiotope model" in a systemic view. Which new insight and benefit of gifted education can one expect from systemic approaches like the actiotope model? What is the added value of knowledge compared with the criticized research paradigms? Are the triarchic theory of human intelligence and the WICS model by Sternberg (1985, 2003) or the Munich Dynamic Ability Achievement Model (MDAAM) indeed "mechanistic" models as the authors of the target article asserted? These and other related questions are discussed in this commentary.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany