Dr. Günter Schmid examines whether the everyday practices of schools truly foster talent or if a specific, value-based management approach is required. He begins by questioning the common assumption that every school naturally promotes talent through its regular teaching routines. While many educators believe that producing high test scores, prizes, and exemplary work is evidence of talent promotion, Dr. Schmid argues that such outcomes focus solely on tangible products rather than on nurturing the inherent potential of every learner.
Dr. Schmid emphasizes that the traditional concept of gifted education, often limited to a small percentage of high-achieving students, is too narrow. Instead, he advocates for a broader understanding in which talent exists in every individual, frequently hidden beneath the surface. The presentation challenges the reductionist view that prioritizes only measurable outputs and external rewards. Using the analogy of a ski jumper whose performance must be judged in the context of weather conditions and the quality of the jump hill, he illustrates that educational achievements, too, require an assessment of both the product and the conditions under which it is produced.
A key part of Dr. Schmid’s argument is that teachers need to move beyond merely motivating students to “do their best” for good grades. Instead, they must adopt a specific pedagogical disposition that recognizes the student as a whole person. Improving the learning environment is essential, and this can be achieved through both teacher development and school development. For example, innovative strategies like the “revolving doors model” offer accelerated or enriched learning opportunities. In this model, a student who is overqualified in a subject is allowed, or even encouraged, to attend a higher-level class or work on an independent project, thereby avoiding repetitive tasks and fostering a deeper engagement with the subject matter.
Dr. Schmid further contends that a solely output-oriented approach is inherently limited. When teachers focus only on producing measurable results, they risk promoting a system where learners become adept at reproducing rehearsed knowledge rather than developing their individual talents. To counter this, he proposes that educators should also focus on the learning process itself, taking into account how students experience their education. An emotionally engaging and pleasurable learning process is crucial for sustaining intrinsic motivation. In other words, learning should be a self-determined activity where students actively construct knowledge, manage their own learning pace, and select areas of personal interest. This shift is achieved by integrating practices such as “contracting”, where a written agreement between teacher and student outlines mutual expectations, and systematic feedback, both oral and anonymous, which together cultivate a respectful partnership and encourage self-reflection.
The presentation also introduces a broader model of achievement that goes beyond traditional metrics. Dr. Schmid explains that evaluating student performance should involve two key dimensions: the measurable product (such as test scores or projects) and the extent to which an individual’s potential is exploited. He uses a diagram to illustrate how the school’s capacity (the fixed system) interacts with the individual’s effort and potential. By comparing these two dimensions, educators can more fairly assess a student’s overall achievement. Moreover, when a third dimension, personal growth and the development of self-competence, is added, the model transforms into a comprehensive, three-dimensional view of achievement. This expanded model recognizes that true education is not only about acquiring knowledge but also about fostering personal excellence and lifelong learning.
From the teacher’s perspective, Dr. Schmid outlines a progression in teaching approaches. Initially, teachers might concentrate on optimizing their own input, content, materials, and methods, to generate the best possible outputs from students. However, as their understanding deepens, they are encouraged to shift their focus from the product to the process, emphasizing the learner’s subjective experience. This evolution involves moving from a didactic, content-centered method to a more personalized, partnership-based approach in which teachers regard each student as a unique individual. In this model, educators no longer see students merely as parts of a system meant to generate useful results for society but as active agents in their own personal growth. The teacher’s role transforms into that of a guide who helps students harness their intrinsic motivation and develop not only academically but also emotionally and personally.
Dr. Schmid identifies three interconnected concepts in promoting talent. The first is a traditional, teacher-focused approach that aims to elicit high-quality outputs through well-designed tasks and school structures. The second concept, individualization, is characterized by granting learners the freedom to direct their own learning processes, thereby fostering self-determination. The third, and most advanced, is personalization, which centers on developing values that enhance self-competence and personal growth. This holistic approach ultimately redefines excellence: rather than measuring success solely by standardized outputs, true achievement is seen in the development of the learner’s personality, self-awareness, and ability to reflect upon and shape one’s own life.
Concluding his presentation, Dr. Schmid stresses that a value-based pedagogical culture must be organized around openness, transparency, and partnership. In such a culture, teachers, headmasters, and learners share responsibilities and engage in continuous dialogue, ensuring that each student’s individual potential is recognized and nurtured. He warns that if teachers limit their focus to quantitative outcomes, they risk overlooking the very qualities that make each learner unique. Instead, educators should aspire to create an environment where personal relationships and the emotional well-being of students are as important as academic achievement.
Ultimately, Dr. Schmid’s approach to promoting talent is not about special treatment for a select few but about the natural right of every student to be supported in developing their full potential. By encouraging a shift from extrinsic to intrinsic motivation and fostering a partnership between teacher and learner, his model aims to transform education into a process that values human relationships and personal growth. This comprehensive strategy challenges traditional views and sets a higher standard for what it means to educate, one that emphasizes not only efficiency in learning but also excellence in personal development.