Capitalizing on Cognitive Diversity in Explorations of Ethical High Ability

  • Don Ambrose


The attempt made in this book to build cognitive bridges between the complex bodies of work on ethics and high ability requires a big-picture assessment. Cognitive diversity, a construct from recent investigations in complexity theory, serves as a framework for analysis of the breadth of scope needed in such a project. In addition, the architectural metaphor of desire lines assists in clarification of the processes and benefits of interdisciplinary collaboration in this project and in future, similar work. Large-scale patterns in the collective insights generated by the contributing authors also are developed. Themes derived from the patterns include panoramic visions enabling perception of creative intelligence and escape from dogma, the dynamics of identity formation, and bridge building across interdisciplinary and sociocultural chasms.

This has been a long, exciting journey with many interdisciplinary twists and turns. Our authors have shown us political and economic influences on bright, young minds; neurophysiological dynamics of those minds and some concomitant cognitive processes; the inner, emotional aspects of ethics; the nature and limitations of educational interventions aimed at strengthening moral imagination and values; and the dynamics of identity formation, among other phenomena. Where do we begin an assessment of the worthiness of such a broad-scope, collaborative endeavor? First, it is helpful to consider just how broadly we did scan the intellectual terrain for gems of insight. Employing a construct from complexity theory helps with that. Second, we draw some comparisons and interconnections among some of the discoveries our authors made. Third, we suggest some directions for future investigation of this intriguing topic.


World View Cognitive Diversity Gifted Student Gifted Child Dynamic Tension 
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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Editor, Roeper Review, Graduate DepartmentSchool of Education, College of Liberal Arts, Education, and Sciences, Rider UniversityUSA

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