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TalentWeb Newsletter Issue 2

Words from the Chairman

One of the most influential ideas of the entire European culture and intellectual history was Descartes’s cogito, ergo sum (“I think therefore I am”). In gifted education, we still feel its enduring resonance in concepts of giftedness that are top heavy and that neglect humans’ non-cognitive side. In the age of networks and gifted advocacy, however, an updated version of Descartes’s Cogito would be, “I am seen, therefore I am.” More recently, at least within the context of high ability studies, this proposition has evolved: “We are seen, therefore we are.” Continue reading “TalentWeb Newsletter Issue 2”

RESEARCH ECHOES: Towards a Network Approach to Talent Development: The European Talent Support Network

Towards a Network Approach to Talent Development:

The European Talent Support Network[1]

Csilla Fuszek1, Peter Csermely2, Colm O´Reilly3, & Albert Ziegler4

1Budapest European Talent Centre, Hungary

2Semmelweis University, Hungary

3Dublin City University, Ireland

4University of Erlangen-Nuremberg, Germany

 

Abstract: The paper summarizes the theoretical background and initial experiences of the network approach in gifted education and talent support providing a system-based view and a broad perspective of the complexities in talent development. The paper summarizes the first six years of the development of the European Talent Support Network (ETSN), an umbrella organization of cooperating institutions of gifted education and talent support spanning many continents. The establishment and work of the Youth Platform of the ETSN is also described. Located within the exosystem of talents the members of the ETSN aim at synergies on all systemic levels ranging from the talents´ actiotopes to decisions within the political, cultural, economic, and social macrosystems. Gifted education and talent development will thus be not any longer just the challenge for the few persons in the immediate environments of the talents, but truly the joint mission of a vibrant, synergistic Network. Continue reading “RESEARCH ECHOES: Towards a Network Approach to Talent Development: The European Talent Support Network”

TALENT CENTER IN ACTION: Centre for Talented Youth Ireland and ECHA 2018

CTY Ireland and ECHA 2018

Orla Dunne, Residential Coordinator at Centre for Talented Youth, Ireland

Centre for Talented Youth, Ireland was established in Dublin City University in 1992 to respond to the needs of young students with exceptional academic ability and is currently one of the largest programme providers for high ability students in Europe. The Irish centre was set up in close co-operation with the Centre for Talented Youth at Johns Hopkins University in Baltimore, who have developed programmes for young students with exceptional abilities over many years. As a European Talent Support Network Talent Centre, CTY Ireland is a hub for Talent Points across Ireland and has served over 60,000 students since its founding. Continue reading “TALENT CENTER IN ACTION: Centre for Talented Youth Ireland and ECHA 2018”

TALENT POINT IN FOCUS: Kaunas University of Technologies Vaizgantas Progymnasium

KAUNAS UNIVERSITY OF TECHNOLOGIES VAIŽGANTAS PROGYMNASIUM

Dovile Valiune

KTU Vaizgantas progymnasium

Skuodas str. 27

Kaunas, LT-45131

Lithuania

We teach 6-14-year-old students. KTU Vaižgantas Progymnasium is a municipal school of general education. It was founded in 1920. The school has been actively working with Kaunas University of Technologies.

The strategy of  progymnasium is to recognize and educate gifted and unusually gifted students. In the future, to create an integral model of general education for (unusually) gifted students at school in order to make their socialization easier

KTU Vaizgantas progymnasium has been taken care of the gifted students and also of boosting  of teachers competences in this feeld  since 2011. Education program for gifted students and workgroup are implemented since 2013. In order to identify unusually gifted students we have four stage selection. We assess creativity, thinking and intellectual abilities. According to these results, we make individual education programs. A psychologist, teachers, student and his parents are involved in this process. Students in grades 5-8 prepare their career plan at the end of the school year, gifted students make their education programs at the beginning of the school year and evaluate themselves at the end of the school year. Continue reading “TALENT POINT IN FOCUS: Kaunas University of Technologies Vaizgantas Progymnasium”

TALENT POINT IN FOCUS: Science and Education Centre Visnjan

Science and Education Centre Visnjan (SECV, Croatia)

Petar Čuček, coordinator of education programmes

Science and Education Centre Višnjan (SECV) has joined a family of European Talent Supp     ort Network as a talent point in 2016. In past two years, as well as ETSN has made great progress, so has SECV made a few steps considering new partnerships; program extension and scientific work in the field of program evaluation for highly motivated students. Continue reading “TALENT POINT IN FOCUS: Science and Education Centre Visnjan”

RESEARCH ECHOES: Creativity and Resilience for Radical Innovation

Towards Radical Innovation: An Exploration of the Dance Between Creativity and Resilience

Miguelina M. Nuñez

Friedrich-Alexander Universität Erlangen-Nürnberg

25 July 2018

            Keywords: creativity, resilience, innovation, communication

Scholars routinely identify ‘openness to experience’[1] or permeability as essential to creativity, innovation, and resilience. In his exploration of social network ties and creativity, for example, Markus Baer notes that “open individuals are characterized not only by a need to seek out new and varied experiences but also by a particularly permeable structure of consciousness allowing for better integration and combination of new and unrelated information.”[2] Permeability is, in this context, a precondition for creativity. In her work on social capital and innovation, Katja Rost determines that permeable social structures with “holes” facilitating “frequent communication, enhance[ ] innovation.”[3] Here, permeability is a precondition for (radical) innovation. And finally, while not a sufficient precondition on its own, permeability is indeed necessary to nurturing resilience.  I imagine that a consolidated exploration of creativity and resilience through this critical component – permeability – could provide insight on theoretical and practical mechanisms for enhancing creativity and ultimately, radicalizing innovation. Continue reading “RESEARCH ECHOES: Creativity and Resilience for Radical Innovation”

RESEARCH ECHOES: New Model of Preschool Education

In the article you can read about a verified program of emotional intelligence development combined with introducing ICT tools and elements of science into preschool education in the form of free play. The Program aims at preparing children for functioning in the world of the future. Such a young person is able to diagnose emotions, express them in a way that does not offend peers’ feelings, should broaden intellectual horizons on the basis of skillful selection of data (selected ICT tool and, above all, should naturally perceive science as great fun.

Continue reading “RESEARCH ECHOES: New Model of Preschool Education”

EGIFT SUMMER SCHOOL 2018

EGIFT SUMMER SCHOOL 2018 successfully concluded. Altogether 49 participants, mostly experienced professionals in GE from 8 EU countries, spent a week together sharing and discussing their educational practices with gifted students. The focus of the event was to deepen and expand the knowledge on why and how to optimize approaches for cultivation of young people talents (Centre for Research and Promotion of Giftedness at Faculty of Education, University of Ljubljana). You might add also pictures attached.

EGIFT Summer School 2018: July 16 – 20, 2018

In the framework of Erasmus+ project entitled Development of an Online Programme for Teachers of Gifted Students in Regular Classrooms (EGIFT) the second teacher-training event will be organised at University of Ljubljana, Faculty of Education, Centre for Research and Promotion of Giftedness.

EGIFT summer school is an integral part of the project, giving participants the opportunities to hear from experts in the field of gifted education and to devise their own application of best practice for gifted students in their classes. The interplay of three domains – underachievement, equality of access, and multiple exceptionalities – will be highlighted among different interactive sessions (i.e., lectures, workshops, and outdoor activities) during the week.

The participants will be 36 teachers and other education professionals from 8 EU countries, invited by 8 project partners:

Dublin City University,Friedrich-Alexander-Universitaet Erlangen Nurnberg, Westfaelische Wilhems-Universitaet Muenster, Anatolia Association of Post-Secondary Education and Vocational Training, Association of Hungarian Talent Support Organisations, Italian Association for Gifted and Talented Students, National Student Academy (Latvia), University of Glasgow, and Univerza v Ljubljani.

 

Tribal Mensa Nurturing Program – Annual Report 2017-2018

Sixteen years ago, we started with a MISSION to identify, nurture and empower every gifted child in India for nation-building. In year 2017-2018, we challenged ourselves to find these hidden gems from the most deprived socio-economic sections. We found gifted students amongst those who have been abandoned by society as they are children of commercial sex workers and affected by HIV AIDS. We have also shifted our focus towards nurturing and empowering gifted girls through our VAMA program. As India has a Matru-Pradhan culture, we believe that a girl should be empowered first to strengthen her community.

Read more about the Tribal Mensa Programs here.