What Makes a Problem Real: Stalking the Illusive Meaning of Qualitative Differences in Gifted Education

摘要: Is there a pot of gold at the end rainbow? During course my involvement in gifted child movement, I have observed never-ending quest to define those things uniquely or qualitatively different about types curricular experiences which should be recommended for and talented students . Indeed, term "qualitative differentiation" has emerged as one field's major contemporary cliches More attention been given this search our identity than any other issue theoretical literature concerning giftedness, with possible exception age-old concern who are Like searches fountain youth rainbow, meaning qualitative differentiation largely eluded us This resulted great deal controversy confusion issues that could very well determine whether field survives an entity special education As stated earlier article appearing previous journal (Renzulli,1980), if we going survive prosper specialized knowledge, must become adept defining stand dealing educational practices oppose My own attempt differdnces learning was put forth The Enrichment Triad Model (Renzulli, 1977) In intervening years considerable amount thought not had "power" up criticisms described early chapters book A good stimulated by two main influences First foremost gained result many Triad-based programs developed over It fortune directly indirectly involved these Through them learned "what works," also what capable delivering view abilities resources These enabled me reflect further upon Model, models proposed guide programming Because am pragmatist tradition ofJohn Dewey, believe theories models' aren't worth plug nickel unless they can give specific practical direction Joseph S. Renzulli