“…Dissatisfied with the rigidity of IQ‐based definition of giftedness and the essentialist construal of giftedness, Witty (1958) argued for a more inclusive definition of giftedness:There are children whose outstanding potentialities in art, in writing, or in social leadership can be recognized largely by their performance. Hence, we have recommended that the definition of giftedness be expanded and that we consider any child gifted whose performance, in a potentially valuable line of human activity, is consistently remarkable.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
confidence: 99%
“…The first “official” definition issued by the Office of Education in the United States (Marland, 1972) bears a resemblance to Witty's (1958) definition. In the Marland Report,Gifted and talented children are those… who by virtue of outstanding abilities are capable of high performance…Children capable of high performance include those who have demonstrated any of the following abilities or aptitudes, singly or in combination: 1) general intellectual ability, 2) specific academic aptitude, 3) creative or productive thinking, 4) leadership ability, 5) visual and performing arts aptitude, 6) psychomotor ability.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
confidence: 99%
“…Renzulli (1978, 1986) built on Witty's (1958) definition in further spelling out the ramifications of a definition for identification purposes. He identified two dimensions as underlying all definitions of giftedness and consequent identification criteria: inclusiveness and subjectivity.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few.
“…Dissatisfied with the rigidity of IQ‐based definition of giftedness and the essentialist construal of giftedness, Witty (1958) argued for a more inclusive definition of giftedness:There are children whose outstanding potentialities in art, in writing, or in social leadership can be recognized largely by their performance. Hence, we have recommended that the definition of giftedness be expanded and that we consider any child gifted whose performance, in a potentially valuable line of human activity, is consistently remarkable.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
confidence: 99%
“…The first “official” definition issued by the Office of Education in the United States (Marland, 1972) bears a resemblance to Witty's (1958) definition. In the Marland Report,Gifted and talented children are those… who by virtue of outstanding abilities are capable of high performance…Children capable of high performance include those who have demonstrated any of the following abilities or aptitudes, singly or in combination: 1) general intellectual ability, 2) specific academic aptitude, 3) creative or productive thinking, 4) leadership ability, 5) visual and performing arts aptitude, 6) psychomotor ability.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
confidence: 99%
“…Renzulli (1978, 1986) built on Witty's (1958) definition in further spelling out the ramifications of a definition for identification purposes. He identified two dimensions as underlying all definitions of giftedness and consequent identification criteria: inclusiveness and subjectivity.…”
Section: From Iq Testing To Response‐to‐intervention Assessment: Chanmentioning
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few.
“…Later, Bentley (1937) called for advanced curriculum for students who demonstrate aptitude in specific areas such as art, music, or mathematics. More formally, Witty (1958) stated a definition that included general intellectual abilities as well as specific talents (e.g., arts, writing, and leadership) in an annual yearbook of the National Society for the Study of Education in the United States. Moreover, creativity—a dimension commonly included as part of the definition of giftedness today (e.g., Mönks, 1992 ; Renzulli, 1978 ; Sternberg, 1996 , 2005 )—started to receive attention in the field of gifted education after Guilford made an APA presidential address on creativity in 1950 .…”
Section: Modern Onset: the Emergence Of The Identification Paradigmmentioning
After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified—demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions.
“…Later, many individuals, including Paul Witty (), began to advocate for a broader conception of giftedness and intelligence than the type of convergent, analytical thinking predominantly measured on IQ tests (Colangelo & Wood, ; Passow, ). Psychologist J. P. Guilford (, ) proposed 120 components of intelligence in his Structure of the Intellect model, including many forms of divergent thinking.…”
Section: A Brief Historical Perspective On Conceptions Of Giftednessmentioning
The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students.
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