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Reconsidering the Ambitions and Position of Gifted Education
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. (Lifelong learning/Encell)ORCID iD: 0000-0002-5498-9649
2017 (English)In: Roeper Review, ISSN 0278-3193, Vol. 39, no 3, 183-186 p.Article in journal (Refereed) Published
Abstract [en]

This article is a theoretical commentary to Robert J. Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the Roeper Review. Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics and wisdom and increasingly shuns critical thinking, this article focuses on the two equally formidable obstacles to implementing the model, namely, systems inertia and evolutionary dynamics, neither of which is addressed by Sternberg (2017). In conclusion, a suggestion is made for the reevaluation of ambitions and position in the light of what the ACCEL model is proposed to potentially achieve.

Place, publisher, year, edition, pages
Taylor & Francis, 2017. Vol. 39, no 3, 183-186 p.
Keyword [en]
ACCEL, cultural differences, educational policy, evolutionary dynamics, flawed ambitions, Flynn effect, giftedness, human universals, liberal arts, social systems inertia
National Category
Psychology Educational Sciences Other Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-36747DOI: 10.1080/02783193.2017.1318992Scopus ID: 2-s2.0-85025104201OAI: oai:DiVA.org:hj-36747DiVA: diva2:1127845
Note

The article is part of a special issue on 'Wisdom and Ethics in a Changing World' featuring Robert J Sternbergs lead article 'ACCEL - A new way of identifying the gifted'

Available from: 2017-07-19 Created: 2017-07-19 Last updated: 2017-08-11Bibliographically approved

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The full text will be freely available from 2019-01-18 08:00
Available from 2019-01-18 08:00

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Citation style
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More styles
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  • de-DE
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