Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves on method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to facilitate innovation and the production of scholarly work in ways that incorporate relational values such as dialogue, care, and respect. Finally, this alternative form of critical thinking is described as a theoretically situated, open, and evolving conception of critique that should itself be continually reanalyzed and refined, particularly in response to the evolving nature and needs of the field.
Lewis Terman is widely seen as the "father of gifted education," yet his work is controversial. Terman's "mixed legacy" includes the pioneering work in the creation of intelligence tests, the first large-scale longitudinal study, and the earliest discussions of gifted identification, curriculum, ability grouping, acceleration, and more. However, since the 1950s, Terman has been viewed as a sloppy thinker at best and a racist, sexist, and/or classist at worst. This article explores the most common criticisms of Terman's legacy: an overemphasis on IQ, support for the meritocracy, and emphasizing genetic explanations for the origin of intelligence differences over environmental ones. Each of these criticisms is justified to some extent by the historical record, and each is relevant today. Frequently overlooked, however, is Terman's willingness to form a strong opinion based on weak data. The article concludes with a discussion of the important lessons that Terman's work has for modern educators and psychologists, including his contributions to psychometrics and gifted education, his willingness to modify his opinions in the face of new evidence, and his inventiveness and inclination to experiment. Terman's legacy is complex, but one that provides insights that can enrich modern researchers and practitioners in these areas.
Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant difference in the likelihoods that Black, Hispanic, or Native American students and White students would be identified as gifted; Asian American and Pacific Islander students were more likely to be identified as gifted than White students. After controlling for academic achievement and SES, it was found that all diverse demographic groups of students were more likely to be identified as gifted than White students, although the differences did not reach statistical significance for multiracial or Native American students. Further research into the nature and causes of disproportionate representation in gifted programs is suggested.
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