but in any case, now I can see the context, and my point stands, the author quoted this entirely out of context in order to conclude erroneously that the authors of this document don't believe that some students are more capable than others:
> Anyone watching the Olympics right now would reject that reasoning. So would most parents watching their children age and develop. Kids with exceptional abilities in chess, basketball, piano, or ballet stand to benefit from exceptionally challenging instruction. And the same goes for kids with exceptional abilities in poetry, calculus, or chemistry. Finding and nurturing the academically gifted should not be controversial.
The reasoning in no way states that students and individuals don't have varying degrees of abilities. The notion of "natural talent" in its most raw form indicates that some students were *born* with exceptional abilities that cannot be approached by those were were not born with such abilities. It therefore implies that talent and ability is determined at birth and that no attention need be given to students that don't appear to have such talents. that's the notion being rejected.
but in any case, now I can see the context, and my point stands, the author quoted this entirely out of context in order to conclude erroneously that the authors of this document don't believe that some students are more capable than others:
> Anyone watching the Olympics right now would reject that reasoning. So would most parents watching their children age and develop. Kids with exceptional abilities in chess, basketball, piano, or ballet stand to benefit from exceptionally challenging instruction. And the same goes for kids with exceptional abilities in poetry, calculus, or chemistry. Finding and nurturing the academically gifted should not be controversial.
The reasoning in no way states that students and individuals don't have varying degrees of abilities. The notion of "natural talent" in its most raw form indicates that some students were *born* with exceptional abilities that cannot be approached by those were were not born with such abilities. It therefore implies that talent and ability is determined at birth and that no attention need be given to students that don't appear to have such talents. that's the notion being rejected.