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Almost Forgotten Research Contexts: William Stern's Giftedness Research.

Rebecca Heinemann1

  • 1Department of Pedagogy, University of Augsburg, Universitätsstraße 10, 86159 Augsburg, Germany.

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|September 27, 2023
PubMed
Summary

William Stern

Area of Science:

  • Psychology
  • Philosophy
  • Educational Science

Background:

  • William Stern was a prominent German researcher in intelligence and giftedness until 1933.
  • His multifactorial giftedness model integrated empirical and philosophical viewpoints.
  • German giftedness research faced a significant disruption in 1933, hindering the adoption of Stern's complex theories.

Purpose of the Study:

  • To re-examine William Stern's concept of giftedness.
  • To contextualize Stern's work within Germany's early 20th-century scientific and political landscape.
  • To highlight Stern's pedagogical conclusions on supporting all gifted children.

Main Methods:

  • Historical analysis of William Stern's research.
  • Examination of the scientific-historical and educational-political context in Germany (early 20th century).
Keywords:
child psychologygiftedness researchintelligence testspersonalismphilosophy

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  • Review of Stern's pedagogical implications for gifted education.

    • Main Results:

    • Stern developed a sophisticated, ahead-of-its-time multifactorial giftedness model.
    • Stern's complex theories were largely overlooked due to historical disruptions and a narrow focus on his IQ formula in the USA.
    • Stern advocated for the inclusive support of gifted children across all social classes.

    Conclusions:

    • William Stern's comprehensive concept of giftedness deserves renewed attention.
    • Understanding the historical context is crucial for appreciating the depth of Stern's contributions.
    • Stern's emphasis on universal support for giftedness remains a vital pedagogical principle.