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  • The present author offers a 3-proposition thesis that states the following: (1) Educationally significant, reliably observable differences in positive potential for experience in affect, cognition, and volition exist among humans, and such gifted groups should be provided with differentiated developmental education to fulfill the democratic obligation for equality of opportunity. (2) Guidance and counseling for the gifted are inherently essential to the full complement of potentialities for development during each successive phase of development through the life span. (3) Differential education for the gifted (interventions that constructively engage gifted persons' psychological capacities and social and behavioral potentialities through constructed experience) is obligatory in public education in free and democratic societies. It is concluded that the advancement of the science and theory of differential education for the gifted will be rewarded with the contributions of gifted persons to the welfare of all people. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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