Abstract
The main aim of the article is to introduce and critically reflect on three theoretical approaches representing three different psychological constructions of human potential to learn; we label them theories of giftedness, theories of preparation, and theories of motivation. We focus on the ways in which the approaches have been construed and explore their philosophical and methodological background.
Furthermore, we show how the approaches generalize their conclusions and on this basis recommend various educational practices and provide different interpretations of situations emerging in the educational context. Finally, we discuss that the approaches are a part of various discourses of human nature influenced by different ideological perspectives.
In this way, their conclusions may favor or discriminate against various groups of students.