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A cluster concept for giftedness, creativity, and situated cognition

Caroline Sims (Författare), Ric Sims (Författare)

URI https://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-47604, URN urn:nbn:se:hig:diva-47604, DOI 10.1177/02614294251346643

Högskolan i Gävle Akademin för utbildning och ekonomi (Utgivare), Högskolan i Gävle Akademin för utbildning och ekonomi (Utgivare)

utgivning

Sage, 2025

är del av

Gifted Education International · ISSN 0261-4294

Bidrag, Onlineresurs

Finns online:

http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-47604

Värdpublikation

ämne

Humanities and the Arts, Other Humanities, Humaniora och konst, Annan humaniora och konst, Gifted education, identification, creativity, 4E cognition, cluster concept, situated cognition, practically able, undervisning särskild begåvning, identifiering, kreativitet, 4E-kognition, klusterbegrepp, situerad kognition, praktisk begåvnin

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Sammanfattning

Many definitions exist to define giftedness. A common denominator in these definitions is that they are ‘classical theories of concepts’ based on a set of necessary and sufficient conditions. As a result, a clear borderline is drawn between those belonging to the category and those outside, supposedly making identification of gifted students easy. In this article, a new way of defining giftedness is suggested by a cluster concept. In addition, the article argues that giftedness is situated - a property of the individual in the environment. These two factors are judged to have significance for understanding giftedness in relation to students who are at risk of being left without provision, such as creative students who perform well in a practical setting. Above all, the paper challenges the idea of provision being based on identification which is based on definition. Instead, it is argued that identification should take place within provision.