Explaining the Variations of Definitions in Gifted Education

Abstract

Whether we need to agree on a definition of giftedness and whether a general definition is even necessary for the field to move forward has been debated across several paradigms. This article explores variation in definitions and discusses why we encounter so many different views on giftedness. I evaluate definitions of giftedness through the interdisciplinary lens of the philosophy of language and definition theory, arguing that our field can benefit from an interdisciplinary approach. I contend that intelligence-based definitions, which have received much criticism within the field of gifted education, are actually broader in their conceptual range than multidimensional definitions of giftedness. Further, I discuss whether the concept of giftedness is too vague to be defined through a single or few definitions.

Gifted education: Perspectives and practices of school principals in Bahrain

“…We noticed in the results of the first question that the school principals gave higher ranking to the following characteristics of giftedness: show intense interest in some subjects, are born with the inherent/innate gifts, do not need to put effort, are quick to grasp concepts/finish class assignments, and excel in non-academic areas such as sports, drama, art, music.The school principal perspectives in this study were congruent with the study [21] in Bahrain where the concept of giftedness differs to talent. This indicates that they look at giftedness from an academic and school perspective as highlighted by Smedsrud [6]. It is interesting to note that the Bahraini principals' perceptions of giftedness correlate with some of the characteristics of giftedness observed by Sternberg and Davidson [27] and also research conducted more recently [14], in having similar pathways of identification which also indicated more emphasis on academic aspects.…”

“…Contrary to the research done by David [13] which highlighted the need for the administrative institutions to be actively involved in not only the identification process of giftedness but also provide a comprehensive support to the gifted programs. Smedsrud [6] contended that the traditional approach of identifying giftedness have impact on how the educational provisions are made. Limitations notwithstanding, findings from this study provide useful and timely information about Bahrain school leaders' preparation in terms of provisions and support.…”

“…Smedsrud [6] argued that it is difficult to have one conclusive definition on the concept of giftedness due to different perspectives. Psychometric approach mainly use where students achieving high scores in intelligence tests are identified gifted students.…”

“…After which, creative approach used three tools: intelligent tests, standardized test, and other creative tools such as portfolios, interviews, and individual strength points in the gifted student. Smedsrud [6] contended that the traditional approach of identifying gifted students that is based on intelligent tests and academic achievement can have weakness as it may focuses more on specific mental abilities such as memorization or reasoning and pay less attention to other mental and cultural aspects like creativity which can play a key role in the identification process. Sternberg [7] introduced the educational approach, which emphasized the idea of successful intelligence in cultural aspects of giftedness and on understanding how family, school and the social context can influence giftedness, and not just relying on intelligence and academic testing.…”

Comparison of gifted and non-gifted students’ executive functions and high capabilities

“…The concept of giftedness is too broad and prone to controversy when the authors try to define it (Sak, 2020;Smedsrud, 2020). Intelligence, and in particular IQ, is traditionally assumed to be the most decisive variable in the definition of giftedness, however several authors point out its ambiguity and insufficiency for this definition, including other variables related to motivation, personality or creativity in the explanation of high capabilities and high performance (Gagné, 2018;Krumm, Arán, & Gutierrez, 2018;Renzulli, 2012;Sternberg, 2005).…”