A paradigm shift in giftedness research: integrating critical realism's ontology, epistemology, and methodology.
This paper discusses the integration of critical realist ontology, epistemology, and methodology into giftedness and gifted education research. Although there is no consensus about the complex nature of giftedness, a paradigmatic shift is underway, emphasizing the impact of contextual and social fac...
| Publicado en: | Journal of Critical Realism Vol. 23; no. 3; pp. 292 - 313 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179022845&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179022845 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14767430 7DS jtl: Journal of Critical Realism issn: 14767430 maglogo: N pubinfo: dt: Jun2024 vid: 23 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 179022845 10.1080/14767430.2024.2366142 ppf: 292 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 783KB tig: atl: A paradigm shift in giftedness research: integrating critical realism's ontology, epistemology, and methodology. aug: au: Kirca Demirbaga, Kubra affil: The Republic of Türkiye Ministry of National Education, Ankara, Türkiye Faculty of Education, Bartin University, Bartin, Türkiye su: Critical realism Causation (Philosophy) Social impact Social factors Theory of knowledge sug: subj: Critical realism Causation (Philosophy) Social impact Social factors Theory of knowledge keyword: causality contextuality critical realism gifted education Giftedness ab: This paper discusses the integration of critical realist ontology, epistemology, and methodology into giftedness and gifted education research. Although there is no consensus about the complex nature of giftedness, a paradigmatic shift is underway, emphasizing the impact of contextual and social factors in shaping gifted performance. Despite this shift, the ontological, epistemological, and methodological stances are often overlooked, leading to an incomplete understanding of the complex interaction between individuals and their context and constraining the potential to offer realistic and functional interventions for gifted education. Critical realism enables us to explore complex interactions, generate hypotheses, identify causal mechanisms, advance theoretical frameworks, and construct functional interventions for policy practices with its ontological, epistemological, and methodological arguments. This work contributes to the field by showcasing how critical realism's core concepts and tenets can be applied to various aspects of giftedness and gifted education and suggesting multiple avenues for further research. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Critical Realism is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Critical Realism holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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