ABSTRACT

In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model.

摘要

在本文中，我们介绍了一个系统框架，该框架旨在根据天才的Actiotope模型的启发，将学习潜力发展为专业成就。首先，我们批判性地思考代表不同学习潜能的心理建构的三种理论方法。我们将这些方法标记为天赋理论，实践理论和动机理论。我们探索了矛盾的方式，在这些方式中，这些理论构成了决定人类潜能成功发展的关键因素。在此比较的基础上，我们讨论了这些理论的局限性，这些局限性源于它们的哲学，方法论和意识形态背景，包括不成比例地强调选择的发展因素，隐含的单向因果关系以及个人在社会影响中的主导作用。我们进一步认为，这些方法的矛盾结论可能会在一个系统框架内得到调和，该系统框架承认这些方法提出的关键发展因素之间的相互影响，这些因素包括学习成果，成就动机，实践和社会环境（包括发展资源和需求） ）。我们在学术职业发展的背景下应用我们的系统模型，其中我们记录了拟议组成部分的重要性以及它们之间的相互作用如何导致“累积优势”的过程以及模型的上下文相关性。