Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry?

Hymer, Barry (2008) Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry? In: Hymer, Barry, Whitehead, Jack and Huxtable, Marie, (eds.) Gifts, talents and education: a living theory approach. Wiley, Chichester, UK, pp. 65-72. Full text not available from this repository.

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Official URL: https://doi.org/10.1002/9780470715697.ch3

Abstract

Once upon a time a young seeker after the truth set off to find the wisest person in the world. Travelling over mountains and valleys, oceans and deep forests, deserts and swamps, our adventurer eventually arrived at a high, lonely place. Here the wise one dwelt, but the dream of receiving wisdom seemed as distant as ever, as there was no suggestion of a tutorial. The only set activity was daily meditation, which lasted an unspecified time: three minutes, three hours, on one memorable occasion three days, the end being signalled by a bell. One day in furious frustration our student got up, grasped the beater, and rang the bell – hard – and then stood in fear and trembling at such audacity. The wise one got up slowly and creakily bowed, speaking for the first time: “Thank you. You have learned the first lesson: to take responsibility. We must all ring our own bells, and never give others the authority to ring them for us. Now your education can begin.” As a child I never grew out of asking why? , and just as often, why not? At boarding school from the age of nine, my days were fully organised, apart from two hours on Saturday afternoons. I had no freedom of thought or enquiry, and no responsibility for my own actions or thinking. Little wonder I was the only girl in the entire school who never became a prefect of any sort. So when I left that stifling environment and entered the big world, I discovered I knew few life or study skills. But I still knew how to ask why, when, where, with whom, what , and how?

Item Type: Book Section
Publisher: Wiley
ISBN: 9780470725399
Departments: Non-Initial Teacher Education (Non-ITE)
Additional Information: Chapter three within book.
Depositing User: Insight Administrator
Date Deposited: 11 Oct 2012 14:29
Last Modified: 17 Jan 2018 15:20
URI: http://insight.cumbria.ac.uk/id/eprint/1397

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