This title looks at the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. In a field where concepts and definitions surrounding high ability have been contested for many years, there is increasing interest in clarifying these notions today. This book offers such clarity, searching outside of the predominant conceptual frameworks that dominate thinking about giftedness and talent, and examining ways in which this conceptual fog stunts and warps the development of gifted minds and limits the effectiveness of curriculum development and instruction. The book directly addresses the connection between dogmatism and high ability, exploring ways in which otherwise bright individuals can make unintelligent decisions.

Each contributor in this edited collection connects educational theory with teaching practice, examining the impact of policies such as No Child Left Behind. The chapters also explore the ways in which economic, cultural, and academic contexts affect both the gifted mind and education of the highly able in America and the rest of the world, while making recommendations for positive changes that can be enacted within gifted education in the future.

section Section 1|94 pages

Clearing Away Conceptual Fog in Thinking About Giftedness and Talent

chapter 1|8 pages

Considering the Effects of Dogmatism on Giftedness and Talent Development

ByDon Ambrose, Robert J. Sternberg, Bharath Sriraman

chapter 2|14 pages

You Can't Teach an Old Dogmatist New Tricks

Dogmatism and Gifted Education
ByJames H. Borland

chapter 3|16 pages

Dogma and Definitions of Giftedness and Talent

ByLeoNora M. Cohen

chapter 4|14 pages

The Nature-Nurture Debate Regarding High Potential

Beyond Dichotomous Thinking
ByDavid Yun Dai

chapter 5|17 pages


Spinning Out and Missing Many
ByJean Sunde Peterson

chapter 6|8 pages

Dogmatism, Policy, and Gifted Students

ByJames J. Gallagher

section Section 2|69 pages

Shortsighted, Narrow-Minded Individuals and Dogmatism-Saturated Contexts

chapter 9|13 pages

Dogmatism and the Knowledge Industry

More Accurately Assessing the Work of Gifted Scholars 1
ByBharath Sriraman

chapter 10|13 pages

Motivated Dogmatism and the High-Ability Student

ByJennifer Riedl Cross, Tracy L. Cross

chapter 11|12 pages

Facing Dogmatic Influences With Consciousness Work

ByDiane Montgomery

section Section 3|40 pages

Combatting Narrow-Minded, Shortsighted Curriculum, Instruction, and Research

chapter 13|14 pages

Curriculum and Dogmatism in Gifted Education

ByJoyce VanTassel-Baska

chapter 14|12 pages

Paralysis from Analysis

Arguing for a Break from Traditional High School English
ByKathleen M. Pierce, Laurie R. Kash

chapter 15|12 pages

Loosening Dogmatism by Using Disciplined Inquiry

ByLaurence J. Coleman, Margie Spino, Charles Rop

section Section 4|13 pages

Concluding Thoughts

chapter |11 pages

Dogmatism and Giftedness

Major Themes
ByRobert J. Sternberg