I’m really puzzled why this article - quite old in terms of research recency and more a ideological treatise based on lit review - has come up. But having said that, the point is there and valid. My area is gifted education and some of the maxims on student characteristics as the driving engine for achievement or flourishing is central to gifted Ed pedagogy. But the person is shaped by their own interactions with environment and there is clear evidence that ability is not the guarantee of academic or life success we’d like to think it is- the studies into gifted and high potential underachievement show us this. It’s good and right to moderate our expectations on teachers and schools but there is no way our responsibility lessens. We can screen all students for intelligence all we like but we also need to recognise that intelligence can be shaped. The best thing that can come from this is re-establishing the student at the centre of our efforts and acknowledging that this requires adaptive teaching and doing students the service of expecting their individual bests.
A student’s prior knowledge has always driven learning. Cognitive ability yet cannot overcome teachers who fail to instruct content, thus impeding their knowledge growth.
I’m really puzzled why this article - quite old in terms of research recency and more a ideological treatise based on lit review - has come up. But having said that, the point is there and valid. My area is gifted education and some of the maxims on student characteristics as the driving engine for achievement or flourishing is central to gifted Ed pedagogy. But the person is shaped by their own interactions with environment and there is clear evidence that ability is not the guarantee of academic or life success we’d like to think it is- the studies into gifted and high potential underachievement show us this. It’s good and right to moderate our expectations on teachers and schools but there is no way our responsibility lessens. We can screen all students for intelligence all we like but we also need to recognise that intelligence can be shaped. The best thing that can come from this is re-establishing the student at the centre of our efforts and acknowledging that this requires adaptive teaching and doing students the service of expecting their individual bests.
Eugenicists will run wild with this.
A student’s prior knowledge has always driven learning. Cognitive ability yet cannot overcome teachers who fail to instruct content, thus impeding their knowledge growth.