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- Volume 12
- Issue 3
- Publication Date: Spring 2001
Gifted and Talented Youth as Philosophers of the New Millennium
Gerald D. McGregor, Jr.
Curriculum developers in the field of gifted education raise many critical questions such as: (a) What should gifted and talented students learn?, and (b) For what purpose? (Piirto, 1999). In this essay, these two questions will be discussed as they relate to and affect the world of gifted and talented students in the first decade of the 21st century. Most of the issues that gifted students will face in the new world landscape, such as ethnic conflict, arms escalation, overpopulation, environmental problems, poverty, and genetic engineering, cannot be solved without integrating knowledge from the natural sciences, the social sciences, and humanities (Wilson, 1998). This balance is currently not found in the teaching and learning of gifted students, since teaching what is of value, which is called “Philosophy,” has less importance than teaching what is, which is called “Science.” I propose that, in order to teach our gifted students elegant problem solving in the arts and sciences (i.e., the parsimonious and evocative description of patterns to make sense out of a confusion of detail), curriculum developers need to renew their interest in philosophical inquiry in gifted classrooms.
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