Imagine that you live in an education utopia where resources are abundant and the system encourages and supports a variety of advanced learning and talent development opportunities. Would you expect everyone to reach a comparable level of achievement and make an equivalent share of contributions? Or, alternatively, supposing that resources are limited, would you invest more resources on those who have demonstrated “high promise”? The point of these hypothetical scenarios is that education is predicated on some articulated or tacit assumption of human potential. This special issue is devoted to “Rethinking Human Potential” precisely because articulating our assumptions in education in general and gifted education in particular becomes crucial for fashioning a sound education policy and guidelines for education practice. “Rethinking” human potential also implies that some of the deep assumptions and convictions that have undergirded gifted education since Terman’s (1925) work should be subjected to scrutiny in light of new research findings and the changing understanding of the nature and development of human potential. 892101 JEGXXX10.1177/0162353219892101Journal for the Education of the GiftedDai research-article2019

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“重新思考人类潜力”特刊简介：向霍华德·加德纳致敬

想象一下，您生活在一个资源丰富的教育乌托邦，系统鼓励和支持各种高级学习和人才发展机会。您是否希望每个人都达到可比的成就水平并做出相同的贡献份额？或者，假设资源是有限的，你会在那些表现出“高潜力”的人身上投入更多的资源吗？这些假设情景的要点是，教育是建立在对人类潜力的某些明确或默认的假设之上的。本期特刊致力于“重新思考人类潜力”，正是因为阐明我们对一般教育和特别是资优教育的假设对于制定完善的教育政策和教育实践指导方针至关重要。“重新思考”人类潜力还意味着，自特曼 (1925) 的工作以来，支持天才教育的一些深刻假设和信念应该根据新的研究结果和对人类潜力的性质和发展的不断变化的理解进行审查。892101 JEGXXX10.1177/0162353219892101GiftedDai教育研究杂志-文章2019