Schooling adjusted to the average under-serves exceptionally intelligent pupils and can be morally dangerous for them¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Because the school's method, pace and scope are set for the broad average, the exceptionally intelligent pupil receives far less than he can assimilate; the work becomes play, boredom develops, and higher ethical qualities such as conscientiousness fail to appear. → William Stern 1910

Evidence¶

William Stern 1910¶

William Stern. (1910). The Supernormal Child. The Journal of Educational Psychology. https://archive.org/search?query=Journal+of+Educational+Psychology

q1 · i? · theoretical · r2

Theoretical argument about general (not specialized) ability. Stern reasons that a school "adjusted for the broad average of ability" is uneconomical and "positively morally dangerous" for unusual pupils, breeding indolence and dislike for school. No empirical data are offered in the article for this claim.

"The exceptionally intelligent pupil, therefore, receives far less than he can retain and assimilate—less, indeed, than he must receive if his superior abilities are to realize their full promise."

Discussion¶

Related Claims¶

• Brighter pupils tend to work below capacity: the authors argue the greatest wastage exists among the brightest children, who may keep up to group averages while working under their ability — possibly the same claim (merge candidate)
• The editor predicts NRC group tests will make intelligence testing a routine school measure and open the way for adjusting school work to pupil needs — related