Natural Acceleration: Supporting Creative Trajectories

Autor/in	Cohen, LeoNora M.
Titel	Natural Acceleration: Supporting Creative Trajectories
Quelle	In: Roeper Review, 33 (2011) 4, S.218-227 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2011.603109
Schlagwörter	Foreign Countries; Student Interests; Creativity; Learning Motivation; Children; Learner Controlled Instruction; Acceleration (Education); Gifted; Expertise; Interviews; Biographies; Musicians; Horticulture; Gardening; Creative Development; Talent Development; Brazil + Suchen Sie Ihr Suchwort? Ausland; Studieninteresse; Kreativität; Motivation for studies; Lernmotivation; Child; Kind; Kinder; Acceleration; Beschleunigung; Begabter, Hoch Begabter; Expert appraisal; Interviewing; Interviewtechnik; Biography; Biografie; Biographie; Musiker; Gartenbau; Gartenarbeit; Begabtenförderung; Talentförderung; Brasilien
Abstract	"Natural acceleration" happens through an internal fire that burns to learn and may transcend school boundaries. Based on their passionate interests and connections with a domain, children who hunger for domain understandings outside school curricula require different types of acceleration, motivated by these interests. The lifeworks, domains, and interests of two eminent Brazilian brothers, Walter and Roberto Burle Marx, represent different creative trajectories. Examining childhood experiences that helped them accomplish their endeavors finds major differences in their early education. Both boys reported that their real education was through pursuit of their passions wherein they hungered for expertise, not through school. Though acceleration in school subjects certainly benefits some students, careful observation and honoring of young children's passions allows natural acceleration steered by the student, rather than school personnel, which may lead to greater possibilities of attaining high levels of creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10