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Abstract

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author’s laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquiry-driven teaching and learning, and illustrates how these strands can come together for the benefit of all students—albeit sometimes in different ways.

Depuis quelque trois décennies, psychologues et éducateurs travaillent à partir d’idées incomplètes et dépassées sur ce qui constitue le talent. Le leadership conceptuel est passé, dans ce domaine, d’une définition basée sur le quotient intellectuel à des définitions relevant de l’expertise et des notions cognitives s’appuyant sur la science. Le côté pratique est également en retard. De même, les concepts de curriculum sont en train de changer d’optiques; ils tiennent compte des processus de réflexion et des apprentissages cognitifs, où les collectivités d’apprenants, d’enseignants et d’étudiants sont co-constructeurs du curriculum, et considèrent les aptitudes en recherche et la connaissance en tant que parties explicites des objectifs. Là encore, le côté pratique accuse du retard, quoique le changement soit amorcé. Cette discussion porte sur l’évolution de ces deux phénomènes, illustrée spécialement par des études en cours ou terminées par notre laboratoire à l’Université McGill. Nous y juxtaposons des idées centrales sur l’éducation des talentueux, sur l’expertise, l’enseignement et l’apprentissage par le questionnement, et nous illustrons de quelles façons ces fils conducteurs peuvent former un tout au profit de tous les étudiants, quoique parfois de manières différentes.

Keywords

giftedness gifted education expertise inquiry-based teaching and learning

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References

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Giftedness Is Not What It Used to Be,School Is Not What It Used to Be,Their Future,and Why Psychologists in Education Should Care

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