Introduction to terminological controversies in gifted education

Abstract

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.