This handbook examines what education would look like if it prepared gifted students to transform the world―to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back―in using one’s gifts to create a better world?
Author(s): Robert J Sternberg, Don Ambrose, Sareh Karami
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 455
City: London
Preface
References
Contents
Notes on Contributors
List of Figures
List of Tables
1: Discovering and Dismantling Enormous Barriers Hindering the Transition from Transactional to Transformational Giftedness
Barriers Impeding the Development of Transformational Giftedness
Utopia or Dystopia?
An Identity Formation Battle: Particularism Versus Universalism
Powerful Psychopaths
Severe Inequality
Selfish Individualism
Globalization: Simultaneous Integration and Fragmentation
Mass Deception and Mind Swamping: Unethical Media and Internet Activity
Trapped on the Island of Now
Proposals for Overcoming the Barriers
Use Nuanced, Jurisprudential Judgment to Discover Opportunities for Transformational Giftedness to Work Against the Big Barriers
Strengthen Cognitive Diversity and Networked Ethical Innovation
Strive to Discover Hidden Transformational Giftedness
Develop Long-Range, Broad-Scope Vision
Concluding Thoughts
References
2: The Beautiful Risk of Moving Toward Pedagogies of the Possible
From Transactional to Transformative Pedagogies
Pedagogies of the Possible
Open-Endedness
Nonlinearity
Pluri-Perspectivism
Future Orientation
Realizing Pedagogies of the Possible
Concluding Thoughts on Transforming Education
References
3: Respecting the Invisible: Transactional and Transformational Approaches to Giftedness
Traditional Views: Giftedness Exists
Transactional Giftedness Versus Transformational Giftedness
Shade Exists Because of Light
From Versus Toward And
Toward Implementing Transformational Giftedness
Utopia Means “No Place”
Transformational Giftedness for All
Conclusion: Navigating Transformational and Transactional Giftedness
References
4: From I to We: The Three C’s Conception of Gifted Education
Paradigm Shifts in Gifted Education
Purpose
Trusteeship of Gifts and Talents
The 3C Conception of Gifted Education
Competence in One’s Action
Commitment to Task
Concern for Others
Why Have a Concern for Others: Because Human Lives Are Interconnected!
Development of Concern for Others
Empathy
Why Is Empathy Important?
Empathy-Building Interventions
Compassion
Why Is Compassion Important?
Compassion-Building Interventions
Prosocial Behavior
Why Is Prosocial Behavior Important?
Prosocial Behavior Interventions
Realizing Transformational Gifted Education
References
5: A Catalyst for Change: Improving the World Through Talent Development
Challenges from a Misguided History
How Schools Can Develop Transformational Giftedness
Committing to Talent Development for All
Clearly Defined Objectives
A Curriculum for Transformation
Planning for a Paradigm Shift
Conclusion
References
6: Ten Changes That Will Render Gifted Education Transformational
A Critical Change in the Epistemology of Giftedness and Gifted Education
A Major Change in the Nature, Purpose, and Means of Identification
A Structural Change in the Curricular and Social Organization of Learning
A Transformation in Pedagogy
A Deep Change in Assessment of Learning and Achievement
A Significant Improvement in the Technology of Advanced Learning
A More Prominent Role of Universities
An Increase in Local Initiatives and “Reverse Innovations”
Toward a New Form of “Elite Education”
A Significant Shift from Educating a Handful of the Gifted to Making the Pursuit of Excellence More Equitable
Conclusion: Putting It All Together
References
7: Promoting Transformational Giftedness Through Service Learning
Transformation as a Fundamental Part of Gifted Education
Identification for Transformation Through Dynamic Assessment of Learning Potential
Transformation Through Affective Development and Service Learning
Affective Support for Self-Transformation
Other-Transformation Through Service Learning
Conclusion
References
8: Fairminded Critical Thinking and Depth of Knowledge as Essential to Gifted Education Programs That Advance the Common Good
Introduction
Basic Critical Thinking Skills and Abilities Are Essential to Gifted Education
What Is Reasoning and Why Is It Important to Education?
How Do Students Assess Reasoning Once They Have Deconstructed It into Its Elements?
Fairminded Critical Thinking and Giftedness
Ethical Reasoning Must Be at the Heart of Education
What Holds Students Back from Achieving Their Potential and Making Significant Contributions: Egocentric and Sociocentric Thinking
Encouraging Students to Develop Their Innate Capacities and Personal Propensities
As Students Bring Us Forward, They Should Also Reach Backward for the Best Ideas and Highest Ideals
Conclusion
References
Further Readings
9: Be Prepared for the Complexities of the Twenty-First Century!
Introduction
Features of Complex Problems
The Ethical Dimension
Conclusion
References
10: Addressing Access, Equity, and Missingness to Transform Gifted Education
Introduction Transformational Giftedness
Inequity
Program Elimination in a Time When Programs Are Needed More Than Ever
Diversification: Examples of Native Ways of Thinking and Defining Talent
Hupa, Yurok, and Karuk
Díne
Lakota
Ojibwe
Broadening Understanding
Opportunity for a Revolution and Transformation in Gifted Education
Programming
Identification and Programming
Conclusion
References
11: Through the Dąbrowski Lens: Wisdom, Transformational Giftedness, and the Personality Ideal
The Polyhedron Model of Wisdom
The Theory of Positive Disintegration
Levels of Development
Progression Through the Levels
Explanation of Some Elements Within the Three Factors of Development
Linking Dąbrowski’s Theory of Positive Disintegration to Wisdom
How Does This Relate to Learners Who Are Transformationally Gifted?
References
12: Evidence of Transformational Giftedness in the Profoundly Gifted When We Use the “Integral Practice the Gifted™” Model
The Profoundly Gifted in the World
Reimagining Our Work with Our Most Gifted Learners
“Integral Practice for the Gifted™”: A Unifying Framework to Explain and Support Our Brightest Learners
IPG™: Commitment to Developing the Whole Child, Over Time
“IPG™”: A Model Steeped in Self- and Other-Transformational Giftedness, with the Profoundly Gifted Leading the Way
Profound Giftedness: More Than a Big Score on a Standardized Aptitude Test
Developmental Precocity: Evidence and Implications Over the Lifespan
In the Beginning
Five Core Traits of PG Children: How They Present and How We Best Support Them
Trait 1: Exceptionally Advanced Cognitive Capacity and the Ability to Level Up
PG Core Trait 2: Unique Developmental Pathways in the Developmental Symphony of PGs
Extraordinary Development Occurs in All Aspects of the Profoundly Gifted Child
PG Core Trait Three: Complex Integrative Drives Arising from a Distinctive and Directive Self
Developmental Advancement Is Possible in All the Developmental Lines If the Self Is Intact and Operative
Trait 3: Uncommon Communication Patterns
Introversion, PG Style
The Self- and -Other- Transformational Gifted Model: Both Must Be in Play with the PG
Core Trait 5: Unusual Creative Appetites and Special Talents
Summary
References
13: Starting Over: An Iranian Conception of Giftedness and How It Can Transform Societies and the World
We Realized It Was the Time for a Cultural Transformational Conception of Giftedness
Transformational Giftedness
Iranian Hierarchical Wisdom Model
First Level: Practical Intelligence
Second Level: Wisdom
Third Level: Sagacity
Malala Yousafzai: A Great Example of a Young Sage Person
Concluding Thoughts
References
14: Transformational Education as a Work in Process: Insights from Transformationally Gifted Adults
Brief History of The Roeper School
How Does the Roeper Philosophy Live in the Educational Program?
The Transformational Character of the Roeper Philosophy
Transformational Giftedness Through the Lens of Roeper School Alumni
How Does a Roeper Education Develop Transformational Giftedness?
References
15: The Rainbow Revolution: Empowering Gifted LGBTQ+ Learners for Transformative Action
Introduction
Meet the Gifted Students
Meet the Gifted Teachers
Twice Different
Perceptions of Gifted Programs
Deviation from Heterosexual Norms
Visions of the Future
Learner Perspectives
Understand and Embrace Diversity to Unlock Transformational Giftedness
Nurture Transformational Giftedness Based on Student Autonomy and Identity
Combat Injustice Through Transformational Giftedness
Prepare for Life Beyond School
Teacher Perspectives
Transformational Giftedness Flourishes When Students Are Accepted
Gifted Programs Where G/LGBTQ+ Learners Are at Potential, Not Deficit
Gifted Programs Where Educators Advocate for G/LGBTQ+ Learners
Gifted Programs That Promote Self- and Other-Transformational Giftedness
Conclusion: Transformational Giftedness for G/LGBTQ+ Learners
Appendix: Resources to Embark on Your Transformational Journey
References
16: Transformational Giftedness: Using SEM Pedagogy to Create Future Leaders and Change Agents Dedicated to Service, Social Responsibility, and Using Their Talents to Improve the Planet
Introduction
The Schoolwide Enrichment Model
The Background of Our Interpretation of Transformational Giftedness
The Schoolwide Enrichment Model (SEM)
The Enrichment Triad Model, the Curricular Core of the SEM
Enrichment Clusters
Discussion and Summary
References
17: Equity, Social Justice and Transformational Giftedness: A Gifted Academy in a Vulnerable Community
Transformational Versus Transactional Giftedness
Case Study of the Academy
Discussion of the Criteria
Co-existence of the Affective and Cognitive
A Journey Through the Academy with an Emphasis on Transformation
Freshman Year
Sophomore Year
Junior Year
Senior Year
Discussion and Concluding Points
References
18: Transformational Giftedness: Who’s Got It and Who Does Not
Transformational Versus Transactional Giftedness
Examples of Transformationally Gifted Young People
Characteristics of Transformationally Gifted Individuals
Transformative Passion
To Witness the Need for Transformation
To Be an Agent of That Transformation
Adaptive Intelligence
Positive Creativity
Common Sense (Practical Intelligence)
General Wisdom
The Ability to Recognize and Create Opportunities
Kinds of Transformational Giftedness
Conclusion
References
19: Channeling Gifted Abilities into Transformative Creative Productivity
The Talent Development Mega Model (TDMM)
The Science of Persuasion
Insider Knowledge
Psychosocial Skills
Conclusion
References
20: Educating Ethical Minds in Gifted Education
Introduction
Moral Education for Gifted Students in the Twenty-First Century
Combining Excellence with Ethics
Hacker Work Ethic
Educating Transformational Giftedness and the Hacker Work Ethic with Teamwork
The Millennium Youth Camp
Teamwork in the Information and Communications Technology Group
Educating Ethical Minds for the Future
Authentic Real-World Dilemmas
Taking the Perspective of Others in Teamwork
Ambitious and Passionate Academic Goals for Learning
Integration of Moral Purposes for Learning
Peer-Review of the Learning Results
References
21: Redefining Human Talents: Gifted Education in the Age of Smart Machines
Variability as a Liability
From Liability to Asset: Rethinking Diversity
The Arrival of the Second Machine Age
The Fall of Rote Memorization and Simple Skills
The Rise of Undervalued Skills
The Emerging Asset of Individual Uniqueness
Implications for Education
Some Issues to Wrestle With
Basic Skills
Costs and Benefits
Measurement, Accountability, and Outcomes
Conclusion
References
22: In Conclusion: Where We Currently Stand in the March Toward Transformational Giftedness
Patterns Emerging from This Exploration
The Need to Recognize and Understand Twenty-First-Century Contextual Pressures
Current Gifted Education Is Stuck in Transactional Mud
Emphasize the Whole Child
Modify Curriculum and Instruction
The Importance of Recognizing and Capitalizing on Diversity
The Obstacles to a Transition from Merely Transactional to Transformational Giftedness
Concluding Thoughts
References
Index
