The Legacy: Coming to Terms With the Origins and Development of the Gifted-Child Movement

Sternberg, Robert J.; Desmet, Ophélie Allyssa; Ford, Donna Y.; Gentry, Marcia; Grantham, Tarek C.; Karami, Sareh

doi:10.1080/02783193.2021.1967544

Cited by 24 publications

(13 citation statements)

References 42 publications

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“…But these conceptions have been variable in how quickly and easily they have taken hold in gifted identification programs in schools. Moreover, the conceptions and the ways they have been implemented sometimes have had racist, classist, or other prejudicial elements (see [29,30]).…”

Section: History Of Some Conceptions Of Giftednessmentioning

confidence: 99%

Beyond Transformational Giftedness

et al. 2021

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This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people.

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Section: History Of Some Conceptions Of Giftednessmentioning

confidence: 99%

Beyond Transformational Giftedness

et al. 2021

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“…People who are talented or children who are gifted have abilities that are essentially natural to them, and they have the capability to develop to their full potential if they are supplied with an environment that is suitable to their area of expertise (Sternberg et al, 2021). Because children who are talented possess unique skills in comparison to those of other children, the education they get must be separate from the education that is provided to children who are not gifted (Manasawala & Desai, 2019).…”

Section: Introductionmentioning

confidence: 99%

Adopting and Establishing Gifted Children Counselling and Guidance Programs

Taqatqa

2022

IJSSRR

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The study's overarching goals are to determine the nature of the skills taught in schools, the characteristics of the students who excel under those circumstances, the nature of the services available to gifted children, and the nature of the factors that either stifle or foster the development of students' talents. Quantitative study would not be complete without this aspect. Data is collected through in-person interviews, on-the-job observations, and detailed notes. The method utilized to analyse the data also meets the criteria set out by Miles and Huberman. The findings indicate that gifted children are those who excel in areas where their peers often struggle, who show exceptional skill in select areas, and who reach the greatest levels of accomplishment in those areas. Throughout the course of a typical counselling session, a minimum of five of the seven theoretical components of guidance and counselling will be used. The distinctiveness of the student, the encouragement of teachers and peers, the student's personal interests and drive, the resources available at the madrasa, and the community all play a role in offering aid. Constraints of time, location, and the availability of all required resources, as well as the impression of counselling and guidance instructors' lack of attention, all operate against pupils.

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“…Lewis Terman (1916Terman ( , 1925) created a linguistic and conceptual legacy of viewing "gifted" individuals in terms of their IQ, and that use of the term "gifted" stuck (Sternberg et al, 2021). Although there have been attempts over time to view giftedness more broadly (see, e.g., essays in Heller et al, 2000;Pfeiffer, 2018;Renzulli et al, 2009;Sternberg & Ambrose, 2021;Sternberg & Davidson, 1986), the work of Terman and his associates has had a tremendous effect on the terminology used in the field of gifted education, starting with the strong association of IQ with giftedness.…”

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Introduction to terminological controversies in gifted education

Sternberg

Desmet

2022

Gifted Education International

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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.

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The Legacy: Coming to Terms With the Origins and Development of the Gifted-Child Movement

Cited by 24 publications

References 42 publications

Beyond Transformational Giftedness

Beyond Transformational Giftedness

Adopting and Establishing Gifted Children Counselling and Guidance Programs

Introduction to terminological controversies in gifted education

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