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Sputnik
Museum Entrance
Torrance Hall
1950s – 1960s
Hall of Fame
National Defense
Education Act
Welcome to the Renaissance of Gifted Education
The National Defense Education Act 1958
Skeletal System
Origin
and
History
Goals for
the
Act
Disease,
Statement by
the President
NDEA
Titles I - X
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NDEA Origin and History
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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Exhibit
Statement by the President Upon Signing
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
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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
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E. Paul Torrance
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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E. Paul Torrance is working on an updated version of his 40-year longitudinal study of
creativity
Send Paul a message
July 19, 2011
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Bonnie Cramond got an email from this high school teacher in Cobb County asking if I
Information
Networks:
UGA. University of Michigan,
University of Minnesota,
Mercer University
Birthday:
October 8, 1915
Interests:
Thinking Originally
Hometown:
Milledgeville, GA
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
intensity
July 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.
Friends
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.
Bonnie
Ben
Pansy
JP
Joe
Henry
July 11, 2011
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E. Paul Torrance
E. Paul Torrance is working on an updated version of his 40-year longitudinal study of creativity
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UGA, University of Michigan,
University of Minnesota,
Mercer University
Male
October 8, 1915
Milledgeville, Georgia
Married to Patsy Torrance
Personal Information
Activities:
Information
Networks:
UGA, University of Michigan,
University of Minnesota,
Mercer University
Birthday:
October 8, 1915
Interests:
Thinking Originally
Hometown:
Milledgeville, GA
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:
Photos
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
2 Albums
Training on
the Torrance
Test
Books:
Updated 53
years ago
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
Contact Information
Airf Force
Survival School
Updated 60
years ago
Address:
G-3 Aderhold Hall, Athens, GA, 30602
Phone Number:
(706) 542-6446
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Brown v. Board of Education
Civil Rights
Sputnik
Skeletal System
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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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Sputnik Hall
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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50s – 60s Hall of Fame
Skeletal System
Guilford
Bloom
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J.P. Guilford
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J.P. Guilford is sure that the measurement of intelligence goes beyond an IQ score.
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JP Guilford Psychology should be the chief basic science upon which the practices of education depend. It should have supplied education with
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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
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JP Guilford 1955 – Just blew away the audience at the American Psychologist Association
Networks:
University of Nebraska
Creative Education Foundation
Birthday:
March 7th
Political:
Religion:
Hometown:
Marquette, Nebraska
Friends
Convention when I suggested that IQ tests were not the only means of measuring intelligence.
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
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).
Thurstone
Thorndike
Meeker
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J.P. Guilford
J.P. Guilford is sure is sure that the measurement of intelligence goes beyond an IQ score.
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The Gifted Education Community
Male
March 7th
Marquette, Nebraska
University of Nebraska, B.A., M.A.
Cornell University, Ph.D. (1924-1927)
Personal Information
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Networks:
University of Nebraska
Birthday:
March 7, 1897
Political:
Religion:
Hometown:
Marquette, Nebraska
Activities:
Studying Human Intelligence
Interests:
Theory of the structure of Intellect
Favorite Music:
Favorite Movies:
Favorite Books:
The Nature of Human Intelligence
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Address:
2 Albums
University of Nebraska
The Model
Updated last
Tuesday
Profile Picture
Updated two
months ago
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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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John F. Kennedy
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Structure of Intellect
Contents
•
Visual
•
Auditory
•
Symbolic
•
Semantic
•
Behavioral
Products
•
Units
•
Classes
•
Relations
•
Systems
•
Transformation
•
Implications
Operations
•
Evaluation
•
Convergent Production
•
Divergent Production
•
Memory
•
Cognition
Career
•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
Notable
Publications
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)
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Benjamin Bloom
Benjamin Bloom is sure education is not a race. Wish everyone thought this, too!
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RH Dave to Benjamin Bloom You’ve inspired me, Prof! I’m studying
differences in sibling achievement in the same household… so interesting.
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1963
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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?
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1958
Networks:
University of Chicago
Birthday:
February 21, 1913
Political:
???
Religion:
???
Hometown:
Lansford, PA
Benjamin Bloom is unveiling Taxonomy of educational objectives: Handbook I,
the cognitive domain today!!!
1956
Benjamin Bloom I believe learning should be geared toward process and will
enable all young people to be successful.
1955
Friends
Elliot Eisner to Benjamin Bloom Great class today, Professor!
You really are “in
love with the process of finding out…” how people learn.
1954
Eisner
Broder
Tyler
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
RH Dave
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Benjamin Bloom
Benjamin Bloom is sure education is not a race. Wish everyone thought this, too!
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University of Chicago
Male
February 21, 1913
Lansford, PA
Married to My Work
???
???
Personal Information
Activities:
Information
Networks:
University of Chicago
Birthday:
February 21, 1913
Political:
???
Religion:
???
Hometown:
Lansford, PA
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
experience/think about during teaching
students
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
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2 Albums
Contact Information
Revised
Taxonomy
Updated last
Tuesday
Taxonomy
Updated 7
years ago
Address:
University of Chicago
Phone Number:
(555) 555-5555
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Benjamin Bloom
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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