Table Of Content

a d v o c a c y Sandra N. Kaplan, Ed.D. The Campaign Against the One Right Answer T There is no argument about the need to educate stu- tions and the reality of the gifted student’s need to dents to seek and value the right answer. Yet, there is want assurance that there is a right answer. a need to challenge the academic and personal con- When a small group of gifted students is criti- sequences of teaching all students, and particularly cally analyzing the story of Cinderella to determine gifted students, to believe that seeking the right the changes that would be necessary in character answer is the only purpose of an education and the development and setting to make the story relevant most significant means to achieve success at school. for today and ask the teacher if their responses are the right answers, then educators need to be con- The concern to teach “for” the right answer has fur- cerned about the type of academic socialization that ther negative ramifications than the well-expressed is taking place within our schools and its potential concern for the overemphasis placed on teaching to carryover to living in the real world. the test. While educators continuously advocate for the When a group of gifted students that has been need to provide educational services to gifted stu- successful studying transportation, geometry, and dents, they also need to mount campaigns to assist climatology nervously asks the teacher if the con- colleagues and parents to recognize the disconnect struction of a new type of bridge to cross a rising between the accepted goals of gifted education flooded area is “the right answer” to the assigned and the contemporary goals of general education. problem, then educators should begin to worry Without recognition of these differences, educators about the need the students have to believe that all of the gifted miss an ever-present opportunity to problems have one right answer. bring attention to the fact that learning to find the When a group of gifted students is debating the right answer is a means to an end and not an end contemporary issues related to the application of in itself. The type of learning experiences that focus the great philosophers’ ideas about the division of on the attainment of the right answer represent the labor within a society and ask the teacher which readiness for gifted students to extend their abilities team had the right answer, then educators need to and interests to traverse the educational pathway to be concerned about the variance between one of the seek alternative answers to problems, to view exist- often-stated goals of gifted education: the need to ing ideas in new and unusual ways, and to pursue tolerate ambiguity and respond both academically levels of expertise that extend beyond the basics of and psychologically to open-ended divergent ques- knowing the right answer. GCT