Perennial Debates and Tacit Assumptions in the Education of Gifted Children

摘要: For many years, educators of the gifted have debated topics central to field such as definition, identification, and curriculum (Getzels & Dillon, 1973). This paper explores possible relationships between periodic debates philosophical war among advocates differing perspectives social science research. The authors discuss how acceptance a particular mode inquiry embeds tacit ideas into debate that make resolution difficult. assumptions three modes disciplined (empirical-analytic, interpretive, transformative) are presented in conjunction with accompanying reformulation reconceptualization issues (definition, curriculum) occur each inquiry.