The Editorial Word: Duality.
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| Title: | The Editorial Word: Duality. |
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| Authors: | Novak, Angela M.1 (AUTHOR) angelamnovak13@gmail.com |
| Source: | Journal of Advanced Academics. May2026, Vol. 37 Issue 2, p179-190. 12p. |
| Subject Terms: | *Gifted & talented education, *Educational equalization, *Education research, *Special needs students, Taoism, Dualism, Self regulation, Self-perception |
| Abstract: | This article centers on the principle of duality from Taoist philosophy as a framework for understanding tensions in advanced academics and gifted education. It explores four key dualities—potential and performance; access and agency; identity and systemic constraint; and the universal and the particular—through summaries of research studies addressing these themes in diverse educational contexts. The article highlights how Taoism’s embrace of paradox and balance offers metaphysical guidance for navigating complexities in learner identity, equity, and systemic structures without seeking to resolve contradictions. It also discusses the role of self-regulation, institutional gatekeeping, and the challenges faced by twice-exceptional students, emphasizing the importance of attending to both generalizable patterns and individual experiences in research and practice. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article centers on the principle of duality from Taoist philosophy as a framework for understanding tensions in advanced academics and gifted education. It explores four key dualities—potential and performance; access and agency; identity and systemic constraint; and the universal and the particular—through summaries of research studies addressing these themes in diverse educational contexts. The article highlights how Taoism’s embrace of paradox and balance offers metaphysical guidance for navigating complexities in learner identity, equity, and systemic structures without seeking to resolve contradictions. It also discusses the role of self-regulation, institutional gatekeeping, and the challenges faced by twice-exceptional students, emphasizing the importance of attending to both generalizable patterns and individual experiences in research and practice. [Extracted from the article] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X261441970 |
