![]() 1 Because I believe that, in the final analysis, all ideas must be subjected to rigorous research in real world settings, I have also summarized in this article major research studies that have been carried out in schools and classrooms that have used my work.Īlthough I was asked by the editor of this journal to reflect on my “theoretical contributions,” I have also taken the liberty of including some commentary about practical contributions. My approach will be to put forward three main sets of ideas that formed the rationale for my work over the past 25 years, discuss how this rationale has led to practical applications, to analyze some of things I would change or about which I have had second thoughts, and finally, to consider some areas where I might like to make additions to the major models. I also invite interested readers to share their reactions with me and to offer suggestions for possible research that might lead to modifications in the three major phases of my work discussed below. I made this request because I didn’t want to repeat large amounts of what has been written elsewhere, but rather point out how and why my theories evolved, how the theories led to practical applications that have gained popularity in the field, and how research has helped point the way toward modifications in theory and practice. One of the conditions for accepting this challenge of a presentation-and-critique format was that the persons whose commentary follows be asked to review the major theoretical papers that describe my thoughts about how we should identify and develop high levels of potential in young people. It is always a challenge to reflect upon one’s work from a perspective of more than two decades of intense involvement, especially if your reflections will be the subject of analysis by others who have also thought long and hard about the identification and development of human potential. The principal goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done. ![]()
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