American Culture and the Gifted.

Autor/inn/en	Resnick, Daniel P.; Goodman, Madeline
Titel	American Culture and the Gifted.
Quelle	(1994), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cultural Influences; Educational Change; Educational History; Educational Needs; Educational Philosophy; Educational Quality; Elementary Secondary Education; Equal Education; Excellence in Education; Gifted; Policy Formation; Public Schools; School Restructuring; Talent + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Bildungsreform; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Lernerfolg; Begabter, Hoch Begabter; Politische Betätigung; Public school; Öffentliche Schule; Schulreformplan; Schulumwandlung; Begabung; Hochbegabung
Abstract	This paper, commissioned for the development of the national report, "National Excellence: A Case for Developing America's Talent," examines the relationship between American culture and efforts to educate gifted and talented students. The paper presents a historical overview of the cultural forces that have affected public policy, reviews the conflict between equality and intellect, and examines public education's attempts to educate gifted students. A lack of respect for achievement, effort, and merit in American schools and culture is noted. The ideas of de Toqueville, Locke, Binet, and Terman are cited to help explain the cultural forces influencing the education of gifted children. Three challenges for American policy makers are identified: (1) the need to make American culture supportive of efforts to develop the talents of young people; (2) the need to reform schools so that the needs of students who have "a curiosity and taste for achievement" are challenged and a less restrictive view of talent is adopted; and (3) the need to make able students "visible pace-setters within their schools" and to make schools more challenging for a broader spectrum of students. (Contains 40 references.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01