Moral Education for the Gifted: a Confluent Model

Vare, Jonatha W.

doi:10.1177/001698627902300311

Cited by 14 publications

(5 citation statements)

References 4 publications

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“…Both cognitive and affective objectives can be met by selecting from a wide range of instructional approaches in any given subject area", according to Cline [8]. "The best strategy concentrates on reasoning-based dialogue and problem solving in an environment of openness, tolerance, and consideration for others" [9].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development

Galorio,

Naling

2024

AJEE

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Environmental education in the Philippines has been incorporated into different course curricula, including life and physical sciences. This study evaluated the awareness and practices of senior high school students and teachers in environmental education. The study included 125 senior high school students and 25 teachers from Montevista Stand Alone Senior High School. The study found that 44% of the teacher-respondents were between 41-50 years old, while 51.20% of the student-respondents were between 17-18 years old. The teacher-respondents demonstrated a high level of awareness in environmental concepts and the state of the environment, with an overall mean of 4.34. The student-respondents showed a moderate level of awareness, with an overall mean of 3.18. The teacher-respondents "always" practiced taking action to solve environmental problems, with an overall mean of 4.52, while the student-respondents "often" did so, with an overall mean of 3.80. No statistically significant difference was found in the level of awareness of environmental concepts and the state of the environment among teachers when grouped according to gender (p-value = 0.207) or grade level taught (p-value = 0.910). Similarly, for students, no statistically significant difference was found when grouped according to grade level (p-value = 0.162) or age (p-value = 0.213). The awareness of environmental concepts was significantly and positively related to the need for a high degree of commitment among both teachers (r=0.455; p=0.022) and students (r=0.885; p=0.000). Based on the findings, the researcher recommends developing instructional materials for environmental education that aim to maintain and increase students' understanding and capacities in relation to environmental problems and environmental sustainability principles.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development

Galorio,

Naling

2024

AJEE

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“…A call for the inclusion of SEL in the classroom, particularly for gifted learners, has been ongoing for decades—from Alpren (1974), Buscaglia (1978), and Vare (1979) to contemporary researchers such as Hebert (2010), Sternberg (2012), and Belfield et al (2015), with a plethora of small and large research studies across the globe (Bate et al, 2012; Greenberg et al, 2003; Lee and Olszewski-Kubilius, 2006; Payton et al, 2008; Peterson and Lorimer, 2012; Tirri and Kuusisto, 2013; Wang and Ku, 2010; Zins et al, 2007) indicating the power of affective education. Additionally, nascent research attested that SEL actually has economic impact as well, with a cost benefit analysis of multiple SEL programs indicating an average return of 11% on every dollar invested as well as an average lifetime salary increase of nearly US$46,000 for individuals with refined levels of social–emotional development (Belfield et al, 2015).…”

Section: Maximizing the Developmental Potential Of Gifted Learnersmentioning

confidence: 99%

Maximizing the potential of gifted learners through a developmental framework of affective curriculum

Cavilla

2019

Gifted Education International

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There is a growing demand for equal support of social–emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. Cavilla’s Taxonomy of Affective Curriculum for Gifted Learners was developed to provide a framework that reduces the disparity in focus between cognitive and social–emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. The taxonomy leads gifted learners, whose identification and supporting services result from their display of academic aptitude within the top 10% of their peers or performing two standard deviations above the mean, or higher, on a personal intelligence test as defined by the National Association for Gifted Children toward their full potential through the eventual development of specific social–emotional abilities, such as harmonious passion, acceptance of ambiguity, willingness to view failure as opportunity for growth, and an increased ability to set and attain meaningful goals.

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“…This approach caters to the unique cognitive and affective needs of high-ability pupils for personal autonomy (Vare, 1979), although it should be noted that the approach has had considerable success with at-risk urban youth (Elias, Ogburn-Thompson, Lewis, & Neft, 2008). Integrating a personal search for meaning into many sections of the curriculum is consistent with a key element of the core curriculum of the education ministry’s division of gifted students, in which social-emotional learning and social responsibility are integral—not separate—parts of gifted education.…”

Section: Program Componentsmentioning

confidence: 99%

Exploring Meaning in Life in the Tel Hai Gifted Children’s Center

et al. 2013

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While high IQ is likely to be an advantage in moral reasoning, it does not guarantee students’ putting those morals into practice. A clearly defined sense of purpose grounded in values of social responsibility, exploration of values, and the search for ultimate truths, both personal and collective, is paramount. The Meaning in Life program in Israel was introduced in the 2008-2009 school year and The Center for Gifted Children at Tel Hai Academic College became one of the first educational institutions to implement it. In total, 67 seventh and eighth graders were divided into multicultural groups of no more than 15 pupils per teacher. Basing discussions on a wide variety of short philosophical texts and maxims, from Eastern and Western cultures, children were deeply engaged in addressing the values and everyday implications of this wisdom. The last stage of the program was the creation of products that represented their current and developing outlook on the meaning in life, either verbally or graphically. The general applicability of the approach across nations and contexts was discussed.

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Moral Education for the Gifted: a Confluent Model

Cited by 14 publications

References 4 publications

Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development

Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development

Maximizing the potential of gifted learners through a developmental framework of affective curriculum

Exploring Meaning in Life in the Tel Hai Gifted Children’s Center

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