Paradigm Thinking: Passionate Hopefulness and More than 20 Cents of Effort

Autor/in	Schultz, Robert A.
Titel	Paradigm Thinking: Passionate Hopefulness and More than 20 Cents of Effort
Quelle	In: High Ability Studies, 23 (2012) 1, S.107-108 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2012.679106
Schlagwörter	Stellungnahme; Research Methodology; Educational Research; Models; Systems Approach; Talent Development; Gifted; Academically Gifted + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Systemischer Ansatz; Begabtenförderung; Talentförderung; Begabter, Hoch Begabter
Abstract	In their introduction to the idea of a systems approach to understanding talent and giftedness, Ziegler and Phillipson broach the larger issue of the positivistic or mechanistic mindset to knowing and understanding that pervades much of what is called educational research. This worthy tactic brings to light the need to move away from the status quo of accepted research approaches toward something a bit different. No argument from the author on this point. However, the author feels Ziegler and Phillipson begin a complicated conversation that might lead to a more ecologic view of giftedness and talent development; but, the approach is not paradigmatic in any of the myriad ways Kuhn (1970) defined the term. For instance, the discussion about the subjective action space of the actiotope model honors the choices individuals have in their development (both witting and unwitting). The author feels this construct makes space for discussion and focus on the developing Self of the individual as a contributing factor to development. This is hardly paradigmatic in scope, yet important to gaining broader awareness about development, motivation, wisdom and the like. The author agrees that a paradigm shift needs to occur. Keeping the conversation going is one approach; yet, not quite enough from his perspective. The author contends that Ziegler and Phillipson leave out an important component of the entire system--the gifted themselves. They need a voice in the conversation, too. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10