The Needs of the Highly Able and the Needs of Society: A Multidisciplinary Analysis of Talent Differentiation and Its Significance to Gifted Education and Issues of Societal Inequality

Persson, Roland S.

doi:10.1080/02783193.2013.856830

Cited by 9 publications

(4 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are numerous labels used to categorise the highly able, the reason being that there exists no general consensus on how to define and explain what talent or giftedness are or, indeed, how they should be used to benefit society (e.g., Dries, 2013). The many labels applied by which to identify these extraordinary individuals vary considerably with culture, academic creed, ideology, and no less important, also on which societal stakeholder has a vested interest in them (O'Boyle & Aguinis, 2012;Persson, 2014). Whichever label is used, they all represent extraordinary skills and abilities, be they physical, cognitive, emotional, creative, practical or any combination of these.…”

Section: The Functional Differentiation Of High Abilitymentioning

confidence: 99%

Extreme Intellectual Ability and the Dynamics of Social Inclusion

Persson

2021

International Journal for Talent Development and Creativity

Self Cite

View full text Add to dashboard Cite

While it is easy to include gifted into society individuals representing the social functions of maintenance or entertainment, it is much more challenging to fully include brilliant intellectuals, who can potentially change society and its power structure by their insights. This paper presents the theory and research underpinning various aspects social evolutionary dynamics in relation to many years of giftedness and talent scholarship to understand the dynamics of social inclusion; and the social inclusion of gifted and talented individuals in particular. As based on well-established empirical research from a multitude of disciplines, the conclusion of this paper was that societal attitudes toward the intellectually gifted may, to some extent, certainly be influenced for the better by social policy as well as by the education of the general public. However, importantly, existing research suggested that educating the gifted and talented themselves is also necessary. They too need an understanding of who they are in the light of social evolutionary dynamics; they need to learn why the world around them sometimes reacts aversively even though they are brilliant, and generally benevolent and socially responsible and they constitute considerable, yet often ignored, assets to all of society as a whole.

show abstract

Section: The Functional Differentiation Of High Abilitymentioning

confidence: 99%

Extreme Intellectual Ability and the Dynamics of Social Inclusion

Persson

2021

International Journal for Talent Development and Creativity

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the Nordic countries, the purpose of the school system is to enhance egalitarianism in society (Mattsson, 2013). These egalitarian objectives emphasize a shared assumption of similarity and coherence in society and the avoidance of embracing extremes in people's achievements and goals (Persson, 2014).…”

Section: Conceptions Of Giftedness Among Educators In Finlandmentioning

confidence: 99%

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

Haataja

Laine

Hannula

2020

LUMAT

View full text Add to dashboard Cite

This article explores five educators’ conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators’ shared understanding of social activities as a basis for successful gifted education.

show abstract

“…Talent in international business and education Talent is described in relation to giftedness, innate to few individuals. These gifts become talent when developed (Gagn e, 2004;Persson, 2014). In the context of international business, this description of talent is referred to as the exclusive-object dimension (Gallardo-Gallardo, Dries, & Gonzaĺez-Cruz, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

International perspectives on the profile of highly talented international business professionals

Heugten

Heijne-Penninga

Robbe

et al. 2017

Journal of Education for Business

View full text Add to dashboard Cite

There is a global demand for talented managers and leaders. To meet this demand, higher education institutions are developing talent programs. However, international perception of talent is diffuse. In this study, our profile of highly talented international business professionals was internationally validated by 172 participants, representing East Asia and Western Europe. Results indicate consensus on three domains: communicating, achieving results, and seeing patterns and interrelationships in a global context. Strikingly, diverse country-specific interpretations of the accompanying behaviors were observed. The findings contribute to the talent literature and offer insights for educational practitioners when developing competence frameworks for talent or professionalization programs.

show abstract

The Needs of the Highly Able and the Needs of Society: A Multidisciplinary Analysis of Talent Differentiation and Its Significance to Gifted Education and Issues of Societal Inequality

Cited by 9 publications

References 71 publications

Extreme Intellectual Ability and the Dynamics of Social Inclusion

Extreme Intellectual Ability and the Dynamics of Social Inclusion

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

International perspectives on the profile of highly talented international business professionals

Contact Info

Product

Resources

About