A model for clarification and expansion of conceptual foundations

Journal/Book: Gifted Child Quart. 1998; 42: 1707 L St, NW, Ste 550, Washington, DC 20006. Natl Assoc Gifted Children. 77-86.

Abstract: Practitioners, researchers, and theorists can establish stronger rationale and direction for their work through better understanding of the conceptual foundations that influence the field of education of the gifted. Navigation along three interpretive dimensions can clarify and expand these conceptual foundations, which currently suffer from fragmentation and insularity. One of these dimensions invites movement through several different world views Another dimension invites interdisciplinary movement from the precision of the ''hard'' sciences to the uncertain complexity of the ''soft and human'' sciences. A third dimension promotes movement through different levels of analysis, ranging from panoramic levels of philosophical and theoretical perspectives to the grounded levels of empirical research and practical application. A three-dimensional model illustrates the dynamics of these movements while highlighting some barriers that cause fragmentation and insularity in conceptual foundations. Recommendations for breaking through these barriers are provided.

Note: Article Ambrose D, Rider Univ, Coll Liberal Arts Educ & Sci, Sch Educ, Grad Dept, Lawrenceville,NJ 08648 USA

Keyword(s): DEVELOPMENTAL THEORY; CREATIVITY; SCIENCE

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