Handbook for differential education of the gifted: a by Hans G. Jellen
By Hans G. Jellen
The authors base their taxonomy on 4 ordinarily authorized theoretical assumptions approximately curricular concept: the character of the talented learner; the position of the educator; the calls for of data; and the wishes of society. all of the recommendations is gifted with a descriptive therapy, a prescriptive therapy, and a radical dialogue that comes with urged practices. The taxonomy is an important first step that brings order, readability, significance and conceptual intending to the existing atheoretical box of “gifted,” “talented,” or “creative” education. The guide concludes with an extensive bibliography for DEG and 4 helpful appendices on characterology and personalysis; software review; unit development; and psychological checking out in DEG.
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Additional info for Handbook for differential education of the gifted: a taxonomy of 32 key concepts
Sample text
1974. Educational theory: An introduction. London: Routledge/Kegan. Newland, T. E. 1976. The gifted in socio-educational perspective. Englewood Cliffs, NJ: Prentice/Hall. Peters, R. S. 1966. Ethics and education. London: Allen/Unwin. Phenix, P. 1964. Realms of meaning. New York: McGraw-Hill. Ward, V. 1961. Educating the gifted: An axiomatic approach. Columbus, OH: Merrill. 1980. Differential education for the gifted. Los Angeles: National/State Leadership Training Institute on the Gifted and the Talented.
The validity of the 32 concepts was corroborated by conducting comparative research in international references and DEG texts. So-called expert judgment was set aside as unacceptable verification of the master list, since many DEG contemporaries exhibit severe theoretical gaps in their conceptualizations of the field. The master list, then, attempts to break the ethnocentricity and collective subjectivity that permeate the contemporary theory and practice of DEG. Page 4 Taxonomy For DEG Jellen and White (1980) made the first attempt to classify concepts associated with DEG.
Moore (University of London) laid the theoretical foundations of this conceptual handbook for differential education for the gifted (DEG). Their insights in educational theory, comparative taxonomization, and conceptual analysis made it possible for us to formulate and to defend this economical set of relevant DEG concepts. Several doctoral students at the University of London Institute of Education provided us with multilingual nuances and diverse cultural meanings of the thirty-two concepts addressed in this DEG handbook.