Collective intelligence (CI)-Giftedness

  According to Vygotsky’s theory, intellectual stimulation through human interaction, such as in case of parents and children, teachers and pupils, peer interaction, is very critical to the development and overall growth of a child. Vygotsky's Theory of Social Constructivism & 9-layered model of giftedness place special emphasis on active learning and lifelong learning skills. They emphasize on values, besides knowledge and skills. Such values are persistence, patience, endurance, self-improvement, self-knowledge. They are centered on human potential for evolution through both social and personal endeavor. They both consider cognitive skills could bring about personal and societal prosperity.  According to this theory, intellectual development is driven by human communication and interaction encompassing cultural characteristics, such as values, language as well as thinking processes. Moreover, students’ learning capacity is tied to the development of their cognitive skills thr

  Bandura’s Social Learning Theory places emphasis on attentional control (selective, sustained, focused attention) as a metacognitive skill that has direct impact on one’s behavior, effort and persistence e.g. through training individuals to self-reinforce and self-reward. This theory points to the role of educators as constant inspiration for their students as well as it underlines the role of self-efficacy as a socially biased component of learning. Both Bandura's Theory and 9-Layered Model of Giftedness, are founded on the importance of higher cognitive skills in learning processes, such as critical thinking, problem solving, intrapersonal skills e.g. self-efficacy beliefs as well as self-regulation skills e.g. self-monitoring, self-reflecting, self-controlling. Also, both theories view one’s learning capacity as a dynamic, reciprocal interaction of our personality, capabilities as well as our environment.  “Belief in one’s efficacy is a key personal resource in self-develo