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Revealing and Overcoming the Dogmatism of Sterile Certainty in Mathematics Education
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Ambrose, Don – ZDM: The International Journal on Mathematics Education, 2017
This article employs an interdisciplinary approach to explore some psychological dimensions of mathematical creativity and the dogmatism that can emerge when mathematical applications are confined within a single worldview. More specifically, it explores some ways in which mathematics has been confined and distorted in service of dogmatic…
Descriptors: Mathematics Education, Interdisciplinary Approach, Psychological Patterns, Creativity
Avoiding Dogmatic Traps in Creativity and Education through Awareness of Worldviews and Visual Metaphor
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Ambrose, Don – Creativity Theory and Action in Education, 2017
This chapter explores how misguided school reformers, the policymakers and citizens who believe those reformers, and the school systems and teachers obeying reform mandates often become trapped within a single worldview and think they are being creative. They might be creative to an extent but they are limiting their creativity by confining their…
Descriptors: Creativity, World Views, Teaching Methods, Educational Change
Revealing Additional Dimensions of Globalisation and Cultural Hegemony: A Response to Roland S. Persson's Call for Cultural Sensitivity in Gifted Studies
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Ambrose, Don – Gifted and Talented International, 2012
In this commentary, the author finds the interdisciplinary approach of Roland S. Persson's (2012a) target article refreshing. Persson's (2012a) additional emphases on ethnocentricity, cultural bias and strong threads of influence from the global economy also are helpful. They shed light on some strong contextual influences that shape the…
Descriptors: Interdisciplinary Approach, Reader Response, Academically Gifted, Gifted
Dogmatic Insularity in Learning Disabilities Classification and the Critical Need for a Philosophical Analysis
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Dombrowski, Stefan C.; Ambrose, Don; Clinton, Amanda – International Journal of Special Education, 2007
The recent revision of the Individuals with Disabilities Act (Individual with Disabilities Education Improvement Act; IDEIA) in the United States (U.S.) has created the opportunity for an unprecedented change in the way in which learning disabilities (LD) are identified. As a result of this revision, intense and often polarizing debate has…
Descriptors: World Views, Learning Disabilities, Identification, Classification
Comprehensiveness of Conceptual Foundations for Gifted Education: A World-View Analysis.
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Ambrose, Don – Journal for the Education of the Gifted, 1998
A review of 50 articles on giftedness analyzed the degree to which four world views (contextualism, organicism, formism, and mechanism) shape the thinking of scholars in the field. Results indicate philosophical biases toward contextualism and organicism in terms of subject-matter emphasis and a bias toward mechanism in the preferred research…
Descriptors: Elementary Secondary Education, Gifted, Literature Reviews, Research Methodology
A Model for Clarification and Expansion of Conceptual Foundations.
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Ambrose, Don – Gifted Child Quarterly, 1998
Presents a three-dimensional model for clarifying and expanding the conceptual foundations of gifted education that emphasizes different world views, movement toward soft sciences, and different levels of analysis. Barriers that cause fragmentation and insularity in conceptual foundations are discussed, and recommendations for breaking through…
Descriptors: Educational Principles, Educational Theories, Elementary Secondary Education, Gifted