The Function Theory in Programs for the Gifted
by Virgil S. Ward - 1961
The American school has not risen to its challenge or its opportunity. We label its semi-chaotic state of affairs as an incipient failure of an educational movement unparalleled in potential significance. The purpose of the present article is to explore the role in this unfortunate state of affairs of a single factor, the absence of a derived theory of educational experience from which effective practices may be deduced. An attempt will be made to delineate the elements from which a differential theory of education for the intellectually superior is properly derived, to sketch the nature of such a theory, and to explain through contrasting present inadequacies with more ideal practices how consistent reference to theory of this sort can make the difference between practice that meets and practice that fails the exacting objectives of extraordinary education for youth of extraordinary ability.
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