《重新思考人类潜能》特刊导言:致敬霍华德·加德纳*

IF 1.2 Q3 EDUCATION, SPECIAL
D. Dai
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引用次数: 2

摘要

想象一下,你生活在一个教育乌托邦里,那里资源丰富,系统鼓励和支持各种先进的学习和人才发展机会。你是否期望每个人都达到相同的成就水平,并做出相同的贡献?或者,假设资源是有限的,你会把更多的资源投入到那些表现出“高希望”的人身上吗?这些假设情景的要点是,教育是建立在对人类潜能的某种明确或默契的假设之上的。这期特刊致力于“重新思考人类潜能”,正是因为阐明我们对一般教育,特别是资优教育的假设,对于形成健全的教育政策和教育实践指导方针至关重要。“重新思考”人类潜能还意味着,自特曼(Terman, 1925)的工作以来,支撑天才教育的一些深刻假设和信念应该受到新的研究成果和对人类潜能本质和发展的不断变化的理解的审视。中华师范大学学报(自然科学版),2019 . 892101 jegxxx10.1177 /0162353219892101
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Introduction to the Special Issue on Rethinking Human Potential: A Tribute to Howard Gardner*
Imagine that you live in an education utopia where resources are abundant and the system encourages and supports a variety of advanced learning and talent development opportunities. Would you expect everyone to reach a comparable level of achievement and make an equivalent share of contributions? Or, alternatively, supposing that resources are limited, would you invest more resources on those who have demonstrated “high promise”? The point of these hypothetical scenarios is that education is predicated on some articulated or tacit assumption of human potential. This special issue is devoted to “Rethinking Human Potential” precisely because articulating our assumptions in education in general and gifted education in particular becomes crucial for fashioning a sound education policy and guidelines for education practice. “Rethinking” human potential also implies that some of the deep assumptions and convictions that have undergirded gifted education since Terman’s (1925) work should be subjected to scrutiny in light of new research findings and the changing understanding of the nature and development of human potential. 892101 JEGXXX10.1177/0162353219892101Journal for the Education of the GiftedDai research-article2019
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CiteScore
3.00
自引率
0.00%
发文量
17
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