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Why Hasn’t the Gifted Label Caught up with Science?

The development of both special education and gifted education as fields of study were closely tied to the origins of intelligence testing in the early 20th century. While special education’s terminology has become more nuanced and circumspect over the ensuing century, the term gifted has remained u...

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Autores principales: Matthews, Michael S., Jolly, Jennifer L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9624309/
https://www.ncbi.nlm.nih.gov/pubmed/36278606
http://dx.doi.org/10.3390/jintelligence10040084
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author Matthews, Michael S.
Jolly, Jennifer L.
author_facet Matthews, Michael S.
Jolly, Jennifer L.
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description The development of both special education and gifted education as fields of study were closely tied to the origins of intelligence testing in the early 20th century. While special education’s terminology has become more nuanced and circumspect over the ensuing century, the term gifted has remained unchanged despite coming under substantial criticism in recent decades for its lack of specificity and for the innateness that the term implies as the primary cause of individual differences in ability. We examine this history and the seminal nationally disseminated reports related to gifted education, from the Marland report to the present, to consider why the gifted label has persisted. We conclude with some suggestions for how these issues might be remedied.
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spelling pubmed-96243092022-11-02 Why Hasn’t the Gifted Label Caught up with Science? Matthews, Michael S. Jolly, Jennifer L. J Intell Article The development of both special education and gifted education as fields of study were closely tied to the origins of intelligence testing in the early 20th century. While special education’s terminology has become more nuanced and circumspect over the ensuing century, the term gifted has remained unchanged despite coming under substantial criticism in recent decades for its lack of specificity and for the innateness that the term implies as the primary cause of individual differences in ability. We examine this history and the seminal nationally disseminated reports related to gifted education, from the Marland report to the present, to consider why the gifted label has persisted. We conclude with some suggestions for how these issues might be remedied. MDPI 2022-10-12 /pmc/articles/PMC9624309/ /pubmed/36278606 http://dx.doi.org/10.3390/jintelligence10040084 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Matthews, Michael S.
Jolly, Jennifer L.
Why Hasn’t the Gifted Label Caught up with Science?
title Why Hasn’t the Gifted Label Caught up with Science?
title_full Why Hasn’t the Gifted Label Caught up with Science?
title_fullStr Why Hasn’t the Gifted Label Caught up with Science?
title_full_unstemmed Why Hasn’t the Gifted Label Caught up with Science?
title_short Why Hasn’t the Gifted Label Caught up with Science?
title_sort why hasn’t the gifted label caught up with science?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9624309/
https://www.ncbi.nlm.nih.gov/pubmed/36278606
http://dx.doi.org/10.3390/jintelligence10040084
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