Dr Lianne Hoogeveen is a program director of the RITHA and ECHA training for Specialist in Gifted Education. She is also the coordinator and one of the teachers of the master specialisation ‘Gifted Education’ at Radboud University.
As a mental health psychologist, she examines and counsels gifted children, adolescents and adults at CBO Talent Development in Nijmegen. She is member of the General Committee of the European Council for High Ability (ECHA), president of the qualification committee of the European Talent Centers and vice-president of the Education Board of ECHA.
Lianne Hoogeveen is a guest teacher in several European and non-European universities. She is involved in scientific research on giftedness and education in cooperation with colleagues of other universities, in- and outside the Netherlands.
Monic Schijvenaars is a general director of postgraduate education at Radboud University. She supervises all development, implementation, and organization of the faculty's curriculum in postgraduate education. She is also responsible for developing new training activities and new didactic concepts. Recently, she focuses on blended learning (i.e., online and face-to-face learning) and advocates it is a new trend of learning in the 21st century. She is a Experienced manager, fast thinker, and pragmatic person, with a heart for the business and focuses on results. She identified herself as an innovator in education - for a better world.
Round Table Title:
Gifted Education in an International Context
Round Table Description:
Most of us agree: gifted people cannot necessarily make it on their own; they need parents, teachers and counsellors who have the necessary knowledge and experience to offer the needed support.
At Radboud University (The Netherlands), we discuss with students, coming from different countries and cultures, about giftedness and gifted education. We ask our students to be critical, discussing difficult situations like 'how do we encourage talent without being elitists?', 'do we want people to excel?'. We ask them to look critically to the way they work, and their own talents and talent development. We ask them to investigate the conflict between stimulating talent and being fearful of doing so. Do we want people to excel? Do we dare excel ourselves? Do we dare to look beyond the accepted views on giftedness, beyond protocols? And beyond national borders?
If we want to improve our world, we need to consider the talents of world citizens.
Notwithstanding the difficulties that go along with international cooperation, because of different norms and values, may people believe in its benefits. In Gifted Education, the World Council for Gifted and Talented Children (WCGT), the European Council for High Ability (ECHA) and, of course, the International Research Association for Talent Development and Excellence (IRATDE) promote that kind of international cooperation. Does that work? Do we work from similar basic assumptions, and if we don’t, is that a problem? How can we help each other to improve Gifted Education worldwide? That’s what I would like to discuss during this round table.
Questions to address:
- Define giftedness (why (not)?)
- Identify people as gifted (why (not)?)
- What are necessary characteristics of teachers/counselors/programs?
- What is the best way to support each other on an international level?