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The focus of the field of giftedness is on the wrong thing. Instead of focusing on identifying who is gifted, the field should identify how people will deploy their gifts and educate students to deploy their gifts in ways that will make the world a better place. In this article, I present at least a partial taxonomy of how gifts can be deployed and discuss how the taxonomy can be used to shift the emphasis in the field. In particular, I discuss nine types of giftedness: Type 1—unidentified; Type 2—inert (largely undeployed) giftedness; Type 3—fully transactional giftedness (where one gives something back in return for getting something); Type 4—self-transformational giftedness (where one transforms oneself but not others); Type 5—other-transformational giftedness (where one transforms others but not oneself); Type 6—full transformational giftedness (where one transforms both oneself and others); Type 7—self-destructive giftedness (where one’s gifts are deployed self-destructively); Type 8—other-destructive giftedness (where one’s gifts are deployed toward destroying others); and Type 9—full pseudo-transformational giftedness (where one’s gifts are destructive of oneself and others). (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Courage may be the most important gift of all. It is not something we are born with. It is not something that, for the most part, we learn in school. Rather, it is a choice that anyone can make—if they are willing to pay the price. This article discusses the gift of courage. It discusses what courage is, why it is important, and why it crucially needs to be incorporated into contemporary discourse about giftedness. It is courage, perhaps more than any other form of giftedness, that will determine what this world becomes—or does not become. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Comments on an article by Scott J. Peters (see record 2022-20183-002). Peters has made excellent suggestions for how to increase diversity and equitable representation in identification of gifted children. His approach, however, is based on current models of what constitutes “giftedness.” This approach is incomplete and, taken on its own, perhaps suboptimal. I would suggest a complementary approach. We need to start taking seriously the need to identify and nurture the fully transformationally gifted. Nurturing them means presenting gifted children not just with academic problems that have little relevance to the life problems they will need to solve later, but also presenting them with problems that are ecologically valid, such as problems of how to deal with the challenges the world is facing today. It’s nice to excel transactionally; it’s better to excel by making a positive, meaningful, and potentially enduring difference to the world—to make the world a better place. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The essays in this special issue of Gifted Education International focus on issues in the terminology of the gifted field, especially the terms “gifted” and “giftedness” themselves. We summarize the contributors' arguments and propose ten common themes that emerge from the essays: 1. Be clear about what terms actually mean. 2. Promote giftedness as being about maximizing opportunity, not elitism. 3. Achieve equity so that all have equal opportunities. 4. If you identify individuals as “gifted,” use multiple and diverse measures. 5. Move beyond IQ and other narrow constructs. 6. Giftedness is dynamic, not just a permanent state. Who is gifted and how they are gifted can change over time and sociocultural and other contexts. 7. Motivation to achieve and to make a difference is more important than static abilities. 8. What matters is what you achieve, not just what you could achieve. 9. Focus on achieving a collective or common good. 10. Focus on instruction to help maximize on potential, not on identification. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Gifts can be individually, dyadically, or collectively chosen and oriented. Society, in its identification of the gifted, has chosen to focus on individual and sometimes dyadic goods. This practice represents a culture of individualism, but it has become solipsistic. We argue that identification instead should focus on those most likely to help to achieve a collective common good—who will bestow on others, gifts that are broadly beneficial especially to those most in need of help. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (6)