Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

Autor/in	Dai, David Yun
Titel	Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development
Quelle	In: Gifted Child Quarterly, 61 (2017) 3, S.172-182 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217701837
Schlagwörter	Talent Development; Biology; Academically Gifted; Talent Identification; Skill Development; Individual Development; Theories; Culture + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; Biologie; Begabtenanalyse; Talentsuche; Kompetenzentwicklung; Qualifikationsentwicklung; Individuelle Entwicklung; Theory; Theorie; Kultur
Abstract	This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on talent development rather than giftedness should be based on a theory of talent development that is truly developmental, treating the developing person as an open, dynamic, and adaptive system, changing oneself adaptively while interacting with environmental opportunities and challenges. To introduce ECT, I first delineate the meaning and significance of four dimensions or "parameters" of talent development undergirding this new theory: domain, person, development, and culture. I then describe how ECT explicates the developmental processes and transitions as the result of human adaptations to environmental opportunities and challenges. More specifically, ECT uses the constructs of characteristic and maximal adaptation to elucidate how domain, person, development, and culture jointly shape a particular line of talent development, and how cognitive, affective, and social processes interact to push and sustain a critical transition from characteristic adaptation to maximal adaptation, eventually leading to high-caliber performance and creative productivity. I finally discuss the theoretical contributions and practical utilities of ECT for future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01