ABSTRACT

This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century.

摘要

本文回顾了心理学史上许多主要学派对理解天赋及其内在运作的影响：操作主义、心理测量学、精神分析学、联想主义、行为主义、格式塔、认知、人本主义/积极心理学、功能主义/实用主义/建构主义、文化主义, 和生物。每种范式都阐明了人性和功能的不同方面，每种范式对我们如何理解天赋都有不同的含义。没有一种范式可以提供对天赋的完整理解。相反，这些范式应该被视为理解天赋的不同窗口，所有这些范式加在一起比任何一个单独的范式告诉我们的要多得多。令人遗憾的是，如此多的理论家和实践者将自己锁定在操作主义范式中，它简单地接受当前的测量操作足以识别和发展天赋。操作主义范式完全不足以应对 21 世纪世界的挑战。