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Conceptions of giftedness and talent have undergone significant changes since Galton (Hereditary genius: An inquiry into its laws and consequences. London, UK: Macmillan, 1869) and Terman (Genetic studies of genius: Vol. 1, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press, 1925). The general consensus seems to be that human potential is pluralistic rather than monolithic, dynamic rather than fixed; talent is shaped through developmental interaction with the environment over time in a bidirectional, probabilistic manner, rather than uni-directionally determined. In line with this general trend, I present Evolving Complexity Theory (ECT), a theory of talent development I have built with a developmental systems approach, as an attempt to account for a diverse range of talent outcomes. In this chapter, I first present major arguments of ECT phrased as a set of eight interrelated propositions regarding what develops, how it develops, and when it develops. I then compare ECT with other conceptions of talent development to show how a theoretical synthesis like ECT contributes to our understanding of developmental potential and its short-term and long-term development. Finally, I discuss practical implications of ECT, particularly with respect to educational policy, identification, educational intervention, and psychological guidance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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This chapter discuses the science and education of the individual. Gifted education has been the core of the Eastern Asian education tradition, albeit following an extremely limited definition of giftedness. When giftedness is limited to academic performance, as it is the most common definition in practice even in the West, it would not be an exaggeration to describe Asian meritocracy as a sophisticated system of gifted education. In fact the entire system has been built to serve those children gifted in memorization, compliance, and test taking. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)
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Gifted education in Japan is unique in that there is neither formal definition of giftedness or identification of the gifted based on it, nor official gifted educational programs in school due to the climate of egalitarianism. However, education that virtually or de facto plays the role of gifted education, especially academic giftedness, has been implemented both in and outside of the school settings. These de facto gifted programs have created competition and hierarchies of schools based on student achievement. Recently the government changed its emphasis in educational policy from uniform curriculum to individualized education, while promoting the improvement of student achievement. The individualization of learning, which builds on the strengths of students and caters to their needs, is gradually spreading. This way of virtual gifted education is useful particularly in special needs education for students with disabilities. A challenge facing the educational system in providing appropriate education for precocious and advanced students is the development of plans that meet the diverse advanced learning needs of each student without calling it gifted education and selecting a small number of students for special gifted programs. In addition, in order to advance gifted education in Japan, giftedness in students with developmental disorders need to be more recognized. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)
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In this chapter, we present an account of how giftedness is viewed in India, the second most populous country in the world. Despite the innovative potential which could be harnessed from this vast populace, millions of students remain deprived of basic education, and are often restricted by matters of inequality. As a result, discussion will focus on issues of equity, as well as privileges and policies for the gifted and talented in India, which are often quite different in their nature and magnitude in comparison to other countries. This chapter will address the issue of how giftedness is perceived, identified, and nurtured in India through a socio-cultural and psychological lens. Discussion will then center on the status of programs and policies for the gifted and talented in India which will serve as indicators of a general roadmap of what India can and needs lo do for its gifted and talented population. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)
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Giftedness as a concept has evolved in history to become an entity of its own, on which conceptual, social, and educational enterprises have been built. Conceptually, whether what we call giftedness denotes an essence or quality that holds its identity, unity, and continuity relies on empirical verification in differential and developmental psychology research as well as theoretical and practical justifications. Socially, whether giftedness as a social construct serves an equitable, productive social cause or the public good relies on the affirmation of cultural values as well as cognizance of the nature of this precious human capital. Educationally, effective identification and education for the gifted and talented depends on a deep understanding of the nature and nurture of human potential. In this chapter, I provide an overview of the 100-year history of searching for this elusive human quality or exceptionality, delineating major historical periods and identifying related issues. I provide a critique of the construct of giftedness and its history, and discuss alternative ways to build on the legacy and move forward. The chapter concludes with the argument that a talent development approach to understanding human exceptional competence in the form of increasing differentiation and multiple developmental trajectories/pathways (involving nature and nurture) leading to various forms, kinds, and degrees of talent, high-level expertise, and creativity will help us get out of the conceptual quagmire and better guide educational policy and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In comparison to most research approaches and theoretical traditions in other fields of psychology, educational-psychological approaches to these concepts have been related more closely to practice in a wide variety of educational settings in and out of schools. For example, topics of research in the areas of motivation and cognition have been concerned with learning and achievement, and the language used has tended to be familiar to educators and teachers. Educational psychologists integrated new concepts and methods from other fields of psychology into their research as a way to more fully address issues of practice. Thus, when psychometric approaches relying on quantitative measures became dominant in the area of intelligence research, many investigators in the field of educational psychology began to conceptualize and measure variables using psychometric approaches. Statistical tools were adopted to measure talent (giftedness), as well as cognitive factors based on traditional intelligence tests. As a consequence, research efforts focused on interindividual differences. This line of research however, did not address intraindividual development, nor information about the relations between the variables under consideration (Krapp, 1999; Medved, Midi, & Ainley, 2002; Murphy & Alexander, 2000). (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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