Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people's opportunities for self-fulfillment and increase society's reservoir of creative problem solvers and producers of…

Arguments over conceptions of giftedness and provisions for the gifted bear similarities to arguments over key constructs in other disciplines. We can clarify and strengthen the conceptual foundations for gifted education by going beyond psychology and education to explore theory and research in other disciplines such as cultural anthropology,…

Who, rather than what, decides what giftedness is? The academic world traditionally focuses on theoretical descriptors whereas society as a whole is more interested in practical function. This partly divided focus is becoming increasingly critical and problematic as economies are becoming global and the political objective is to create a knowledge…

Let us suppose that schools are, or might strive to become, places in which educators work collaboratively with parents and the wider community to recognize, nurture, and celebrate the strengths and talents in all people (cf., McCluskey, Treffinger, & Baker, 1995). Based on such a vision for education, this article describes a practical model…

Back in the early 1990s, three Manitoba School districts launched the "Lost Prizes" project to reclaim talented, at-risk high-school dropouts. Despite their unique gifts, these relationship-resistant youth were disenchanted, disillusioned, and disconnected. Many had major substance abuse problems and were engaged in serious criminal…