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Welcome! Please click on the staircase below to enter our museum.
Museum Entrance
Nat
iona
l Def
ense
Ed
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ion
Act Sp
utni
k Torrance Hall
1950s – 1960s H
all of F
ame
Welcome to the Renaissance of Gifted Education
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Origin and
History
Statement by the President
The National Defense Education Act 1958
NDEATitles I - X
Disease,Goals for the Act
The National Defense Education Act (NDEA) is a United States Act of Congress, passed in 1958 providing aid to education in the United States at all levels, both public and private.The NDEA was instituted primarily to stimulate the advancement of education in science, mathematics, and modern foreign languages; but it has also provided aid in other areas, including vocational education, area studies, geography, English as a second language, counseling and guidance, school libraries and librarianship, and educational media centers.
One of its purposes was to keep the United States ahead of the Soviet Union during the space race through education. The Act provides institutions of higher education with 90% of capital funds for low-interest loans to students. NDEA also gives federal support for improvement and change in elementary and secondary education. The Act contains statutory prohibitions of federal direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution.
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NDEA Origin and History
I HAVE TODAY signed into law H. R. 13247, the National Defense Education Act.This Act, which is an emergency undertaking to be terminated after four years, will in that time do much to strengthen our American system of education so that it can meet the broad and increasing demands imposed upon it by considerations of basic national security.
While the Congress did not see fit to provide a limited number of National Defense scholarships which I recommended as an incentive to our most promising youth, I consider this Act to be a sound and constructive piece of legislation.
Much remains to be done to bring American education to levels consistent with the needs of our society. The federal government having done its share, the people of the country, working through their local and State governments and through private agencies, must now redouble their efforts toward this end.
September 2, 1958-Dwight D. Eisenhower Return to
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Statement by the President Upon Signing
Goals
1) To strengthen national defense and encourage expansion of educational programs to meet critical needs
2) Ensured no student of ability be denied an opportunity for higher educational because of financial aid
3) Will correct imbalances which have led to insufficient proportions of population in science, mathematics, and foreign language
4) Modern techniques will be developed from complex scientific principals
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E. Paul Torrance + Brown v. Board + Civil Rights
E. Paul Torrance is working on an updated version of his 40-year longitudinal study of creativity
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Professor Torrance, my name is Ryan Neumann and I just wanted to say it has been an honor learning about such a pioneer in the research, identification, and development of creative potential
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Networks:UGA. University of Michigan,University of Minnesota,Mercer UniversityBirthday:October 8, 1915Interests:Thinking OriginallyHometown:Milledgeville, GA
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Ben JP
E. Paul Torrance is working on an updated version of his 40-year longitudinal study of creativityJuly 19, 2011
Henry
Bonnie Cramond got an email from this high school teacher in Cobb County asking if I would have time to sit down and talk about the Torrance Center sometime.I told him, “Absolutely, I'll be glad to talk to you about Dr. Torrance—anything you need to know”…just thought you’d like to know hope you’re doing well!July 14, 2011
E. Paul Torrance don’t be afraid to fall in love with something and pursue it with intensityJuly 14, 2011
E. Paul Torrance has a question…how would you make Angry Birds a better game?...don’t forget people, I’m looking for verbal and figural suggestions here.July 13, 2011
E. Paul Torrance is convinced that children and adults have a better chance in life if their best abilities are both identified and encouraged.July 11, 2011
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Personal Information
E. Paul Torrance is working on an updated version of his 40-year longitudinal study of creativity
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Networks:UGA, University of Michigan, University of Minnesota, Mercer UniversityBirthday:October 8, 1915Interests:Thinking OriginallyHometown:Milledgeville, GA
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Networks: UGA, University of Michigan, University of Minnesota,
Mercer UniversitySex: MaleBirthday: October 8, 1915Hometown: Milledgeville, GeorgiaRelationship Status: Married to Patsy Torrance
Activities: Developing the Torrance Test of Creative Thinking, creating the Future Problem Solving Program, and creating the Incubation Model of Teaching .
Favorite Place The Torrance Center for Creativity and Talent Development because it is center that is concerned with the identification and development of creative potential and with gifted and future studies.
Favorite Nickname: Father of Creativity
Favorite Movies: Manifesto for Children (a focus on the longitudinal study of 215 young adults who attended elementary school in Minnesota from 1958 to 1964)
Favorite Test: My own (but I’m kind of biased) Torrance Test for its measurement of creativity through prompting students to embellish sets of supplied shapes.
Favorite Self-Authored
Books: Guiding Creative Talent, Rewarding Creative Behavior, The Search for Satori and Creativity, The Incubation Model of Teaching, Mentor Relationships and Why Fly?, and a work of fiction by Neumann titled What Had Happened
Training on the Torrance Test
Updated 53 years ago
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Airf Force Survival School
Updated 60 years ago
Contact Information
Address: G-3 Aderhold Hall, Athens, GA, 30602
Phone Number: (706) 542-6446
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Brown v. Board of Education
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Civil RightsReturn to Exhibit
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Sputnik
Sputnik – October 4, 1957• The U.S. Department of Education had just released a report indicating that after 10
years a Soviet student is more advanced than an American student after 12 years of education. The report went further to recommend that university researchers should be involved in developing school criteria. This report was punctuated with the sound of Soviet technology overhead. For the first time, a man made satellite orbited the earth. This innocuous looking sphere sent shockwaves through the United States as people listened to its relentless beeping from over 500 miles above. The realization that next the Soviet Union could launch atomic weapons was in the forefront of the American mind.
• For the first time the United States found itself behind the Soviet Union in technology. This cause what could be described as the renaissance of gifted education.
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Convergence of Events• The convergence of two events sparked a renewed emphasis on science, technology,
and gifted education. With the cold war creating a national moral imperative, the country responded with changes in education and legislation. As President Obama said during a State of the Union speech, “ But after investing in better research and education we didn’t surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs”. Agencies such as NASA and DARPA were created as a result. These agencies were responsible for many advances in daily life as well as their intended purposes.
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Government to the rescue
With a renewed emphasis on education, the federal government began infusing local educational systems with money. Many Americans feared that this would lead to federal control of local schools. Educators, on the other hand, saw the opportunity for more money. This led to the 1958 Defense Education Act.
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Guilford
50s – 60s Hall of Fame
TaylorAnd
Kough Bloom
J.P. Guilford is sure that the measurement of intelligence goes beyond an IQ score.
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Networks:University of NebraskaCreative Education FoundationBirthday: March 7thPolitical:Religion:Hometown:Marquette, Nebraska
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Thurstone Thorndike Meeker
JP Guilford Psychology should be the chief basic science upon which the practices of education depend. It should have supplied education with the information it needs concerning the processes of understanding, learning, and thinking, among other things. One of the difficulties has been that such theory as has been developed has been based primarily upon studies of behavior of rats and pigeons. As someone has said, some of the theory thus developed has been an insult even to the rat.J.P. GUILFORD, The Nature of Human Intelligence
JP Guilford 1955 – Just blew away the audience at the American Psychologist Association Convention when I suggested that IQ tests were not the only means of measuring intelligence.
Mary Meeker wants to thank J.P. Guilford for his work. Your work inspired me to create the Structure of Intellect Learning Abilities Test (SOI-LAT).
JP Guilford Just introduced my “Structure of Intellect” theory where I believe there are more than 120 different kinds of intelligences spread across three categories: content, operations and products.
JP Guilford Check out my new book The Nature of Human Intelligence
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J.P. Guilford is sure is sure that the measurement of intelligence goes beyond an IQ score.
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Networks:University of NebraskaBirthday:March 7, 1897Political:Religion:Hometown:Marquette, Nebraska
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Networks: The Gifted Education CommunitySex: MaleBirthday: March 7thHometown: Marquette, NebraskaRelationship Status:Education: University of Nebraska, B.A., M.A.
Cornell University, Ph.D. (1924-1927)
Activities: Studying Human Intelligence
Interests: Theory of the structure of Intellect
Favorite Music:
Favorite Movies:
Favorite Books: The Nature of Human Intelligence
The Model
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Address: University of Nebraska
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J.P. Guilford is sure is sure that the measurement of intelligence goes beyond an IQ score.
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• Teacher Grades 1 through 8 outside Phillips, Nebraska (1915-1916) • Teacher Grades 5 through 8 Phillips, Nebraska (1916-1917) • U. S. Army Private (1918-1919) • Teacher Grades 7 and 8 Hooper, Nebraska (Spring 1919) • Acting Superintendent of Schools (Summer 1919) • Interim Director for University of Nebraska Psychological Clinic (1919-1921) • Instructor at University of Illinois (1926-1927) • Assistant Professor at University of Kansas (1927-1928) • Associate Professor at University of Nebraska (1928-1932) • Professor at University of Nebraska (1932-1940) • Director of the Bureau of Instructional Research (1938-1940) • Teacher at the University of Southern California (Summer 1938, 1939) • Professor at University of South California (1940-1967) • Director of Psychological Research #3 Santa Ana Army Air Base (1942-1946) • President or member of numerous organizations and societies • Editorial board member for scholarly journals such as the American Journal of
Psychology and Psychological Review
Career
Contents• Visual • Auditory• Symbolic• Semantic• Behavioral
Products• Units • Classes • Relations• Systems• Transformation• Implications
Operations• Evaluation• Convergent Production• Divergent Production• Memory• Cognition
Notable Publications• Psychometric Methods (1936) • Fundamental Statistics in Psychology and Education (1942) • Printed Classification Tests (1947) • General Psychology (1939) • Fields of Psychology (1940) • Personality (1959) • Prediction of Categories from Measurements (1949)
Notable Publications
Structure of Intellect
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Benjamin Bloom is sure education is not a race. Wish everyone thought this, too!
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Networks:University of ChicagoBirthday:February 21, 1913Political:???Religion:???Hometown:Lansford, PA
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Eisner Broder Tyler
RH Dave
RH Dave to Benjamin Bloom You’ve inspired me, Prof! I’m studying differences in sibling achievement in the same household… so interesting. 1963
Elliot Eisner to Benjamin Bloom Great class today, Professor! You really are “in love with the process of finding out…” how people learn. 1954
Ralph W. Tyler to Benjamin Bloom Ben! Keep up the good work! We miss you here in the Board of Examiners office… at least you’re still on campus!1940
Benjamin Bloom I believe learning should be geared toward process and will enable all young people to be successful.1955
Benjamin Bloom is unveiling Taxonomy of educational objectives: Handbook I, the cognitive domain today!!! 1956
Broder to Benjamin Bloom Ben, I am enjoying working with you and the college students! It’s good to know what they are thinking; after all, it’s their education, right? 1958
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Benjamin Bloom is sure education is not a race. Wish everyone thought this, too!
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Networks:University of ChicagoBirthday:February 21, 1913Political:???Religion:???Hometown:Lansford, PA
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Networks: University of ChicagoSex: MaleBirthday: February 21, 1913Hometown: Lansford, PARelationship Status: Married to My WorkPolitical Views: ???Religious Views: ???
Activities: Board of Examiners staff (Univ. of Chicago), Educational Advisor to gov’ts of Israel, India, & others, created International Assoc. for the Evaluation of Educational Achievement,
Interests: Educational environment, differences among students, what students experience/think about during teaching
Favorite Quote: “Goal attainment rather than student comparison [is] what [is] important.” –Elliot Eisner (student of Bloom’s)
Favorite Mentor: Ralph W. Tyler (Board of Examiner’s office)
Favorite Theory “Cognitive taxonomy is predicated on the idea that cognitive operations can be ordered into six increasingly complex levels.”
Favorite Books: Taxonomy of educational objectives: Handbook I, the cognitive domain
Revised Taxonomy
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Taxonomy
Updated 7 years ago
Contact Information
Address: University of Chicago
Phone Number: (555) 555-5555 NEXT
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Benjamin Bloom is sure education is not a race. Wish everyone thought this, too!
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My Published Works
• 1948. Teaching by discussion. Chicago, IL, College of the University of Chicago. (With J. Axelrod et al.)
• 1956a. Methods in personality assessment. Glencoe, IL, Free Press. (With G.G. Stern and M.I. Stein.)
• 1956b. Taxonomy of educational objectives: Handbook I, The cognitive domain. New York, David McKay &Co. (With D. Krathwohl et al.)
• 1958a. Evaluation in secondary schools. New Delhi, All India Council for Secondary Education,
• 1958b. Problem-solving processes of college students. Chicago, IL, University of Chicago Press.
• 1961a. Evaluation in higher education. New Delhi, University Grants Commission.
• 1961b. Use of academic prediction scales for counseling and selecting college entrants. Glencoe, IL, Free Press.(With F. Peters).
• 1964a. Stability and change in human characteristics. New York, John Wiley & Sons.
• 1964b. Taxonomy of educational obectives: Volume II, The affective domain. New York, David McKay & Co.(With B. Masia and D. Krathwohl.)
• 1965. Compensatory education for cultural deprivation . New York, Holt, Rinehart & Winston. (With A. Davisand R. Hess.)
• 1966. International study of achievement in mathematics: a comparison of twelve countries. Vols I & II. New York, John Wiley & Sons. (T. Husén, Editor; B. Bloom, Associate Editor.)
• 1971. Handbook on formative and summative evaluation of student learning . New York, McGraw-Hill. (WithJ.T. Hastings, G.F. Madaus and others.)
• 1976. Human characteristics and school learning. New York, McGraw-Hill.• 1980. The state of research on selected alterable variables in education.
Chicago, IL, University of Chicago,MESA Publication. (With MESA Student Group.)
• 1980. All our children learning: a primer for parents, teachers, and other educators. New York, McGraw-Hill.
• 1981. Evaluation to improve learning. New York, McGraw-Hill. (With G.F. Madaus and J.T. Hastings.)
• 1985. Developing talent in young people. New York, Ballantine. (With L.A. Sosniak et al.)
• 1993. The home environment and social learning. San Francisco, Jossey-Bass. (With T. Kellaghan, K. Sloane,and B. Alvarez.)
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The National Defense Education Act of 1958
Titles I - X
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Overview
• By 1958 the Soviet threat grew more immediate; the Soviet Union had launched Sputnik in late 1957, suggesting the capability to launch offensive missiles at the United States. For the first time in the decade, the president recommended deferring plans for school construction in favor of support for the sciences. The National Defense Education Act provided $887 million over four years for education that could support national security goals—especially training scientists. The act contained ten titles designed to improve the nation's schools: Next Slide
Title I
• Title I prohibited federal control over curriculum, administration, or personnel
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Title II
• Title II provided federal assistance for low-interest loans to college students ($295 million)
• These students must need the financial assistance, are predicted to perform well, and are already accepted at a university
• Those able to receive this assistance must possess a superior academic background and– Express a desire to teach elementary or secondary education– Or have a superior performance in science, mathematics,
engineering, or a modern foreign languageNext Slide
Title III
• Title III provided financial assistance for science, mathematics, and modern foreign-language instruction ($300 million)
• This funding mainly equipment and/or remodeling in schools
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Title IV
• Title IV created National Defense Fellowships for students entering teaching fields at universities or colleges
• Provided scholarships for graduate students intending to teach higher education
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Title V
• Title V established grants for state educational agencies for guidance testing services ($88 million)
• Funded program to test students in secondary schools to identify those with high aptitude
• Funded guidance departments to advise students on courses of studies best suited to their abilities – steer into college
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Title VI
• Title VI provided support for modern language programs ($15.25 million)
• Funded contracts for modern language teachers in higher education
• Funded training and travel• Allotted money to institutions for teacher
preparation programs in modern foreign language
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Title VII
• Title VII provided for research and experimentation in effective uses for television, radio, and other audiovisual mediums for educational purposes ($18 million)
• Funded the training and integration of media in the classroom
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Title VIII
• Title VIII authorized grants for occupations necessary for the national defense ($60 million)
• It “beefed up” vocational education in the needed fields of science and technology
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Title IX
• Title IX provided for the Science Information Service in the National Service Foundation
• Created the Science Information Service council as part of the National Science Foundation – six members that oversee the Act and its parts
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Title X
• Title X authorized federal grants for improvement grants for improvement of statistical services for state educational agencies
• Miscellaneous section that included further logistics of the Act
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Creativity and Intelligence Book signing at Michigan Avenue Barnes & Noble this Saturday!
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Networks:University of ChicagoBirthday:1962Political:???Religion:???Hometown:Chicago, IL
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Torrance
Creativity and Intelligence Authors Jacob W. Getzels and Philip W. Jackson are leading figures in the study of the relationship between creativity and intelligence!
Paul Torrance At one fell stroke, their study did much to expand concepts of giftedness… to stimulate unprecedented interest in the development of creative talent in education.
Philip Jackson [Our] book challenge[s] accepted theory in its recognition of the role of creativity and personal values in the development of intelligence and broadened methods of testing intelligence in schools.
Getzels Jackson
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Calvin TaylorThe Taylor Multiple-Talent Totem Pole Model
• Not all gifted individuals excel in same talents
• Found that typical IQ tests measure on a small portion of talents
• Provided a theoretical and research base for the program Talents Unlimited
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The Taylor Multiple-Talent Totem Pole Model
• Academic Ability• Creativity• Planning• Communicating• Forecasting• Decision Making
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Kough Recognizes Multiple Areas of Talent to Be Developed
• Scientific ability• Leadership ability• Creative ability• Artistic Talent• Writing Talent• Dramatic Talent• Music Talent• Mechanical Skills• Physical Skills
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