This article examines how the “gifted” label in K12 education fosters inequality and psychological pressure under the guise of praise. It analyzes the harms of student tagging and calls for rethinking ability development frameworks.
learning psychology
Education, Personal Growth, Critical Thinking: The Profound Power of K12 Learning
This article explores how K12 education influences students’ character development and critical thinking abilities. It examines the role of schools in fostering ethical values, self-awareness, and analytical skills through structured learning experiences.
How K12 Education Shapes Lifelong Character and Critical Thinking Skills
This article explores how K12 education shapes students’ character and cognitive abilities, fostering critical thinking, ethical values, and global perspectives that form the foundation for higher education and personal growth. The discussion covers practical approaches to holistic development in primary and secondary schooling.
Unlocking the “Gifted” Label: Rethinking Ability in K12 Education Systems
This article examines how the “gifted” label in K12 education creates dual harm: limiting opportunities for “non-gifted” students while placing unrealistic expectations on “talented” students. It proposes building more inclusive, growth-focused learning environments by reforming current assessment systems. Keywords: giftedness, education system, labeling, expectation pressure.
