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Glaveanu, Vlad; Kaufman, James C. – Gifted Education International, 2022
What is the aim of giftedness? Is the goal to narrow in on the gifts of a select few or to nurture everyone's gifts such that they may be exchanged with each other? Drawing from creativity theory, we emphasize the possible interactive element of giftedness. Current paradigms risk ignoring hidden creativities and for potential to remain in the…
Descriptors: Gifted, Creativity, Cooperation, Models
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Maker, C. June – Gifted Education International, 2021
With problem-solving as the focus and wisdom as the goal, the concept of giftedness is reconceptualized in the 21st century context. The two most prominent constructs in the field of education for the gifted, creativity and intelligence, are integrated into a view of exceptional talent as consisting of the ability and willingness to solve complex…
Descriptors: Problem Solving, Creativity, Intelligence, Talent
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Hymer, Barry J. – Gifted Education International, 2013
Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely--but not exclusively--from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role…
Descriptors: Partnerships in Education, Constructivism (Learning), Academically Gifted, Evidence
Khatena, Joe – Gifted Education International, 1995
This article examines the state of knowledge on the creative process, especially mathematical-scientific, verbal, musical, and artistic imagery. A creative imagination imagery model is proposed which has three major dimensions: the environment, the individual (with both content and process components considered in terms of the Structure of…
Descriptors: Cognitive Processes, Creative Thinking, Creativity, Imagery
Pyryt, Michael C. – Gifted Education International, 1993
Concepts from R. J. Sternberg's triangular theory of love are used to provide a framework for understanding creative achievement. The combination of intimacy, passion, and commitment is viewed as the major determinant of eminent achievement. Special attention is paid to Wallas's (1926) description of stages in the creative process, and educational…
Descriptors: Creative Development, Creativity, Emotional Development, High Achievement
Feldhusen, John F. – Gifted Education International, 1994
This paper offers a model of the nature and development of talents, which views genetic factors as determining potential strengths and setting limits and views abilities, aptitudes, and intelligences emerging as a result of experiences, motivations, and styles. Specific talents are characterized by precocity, creative insight, a functional…
Descriptors: Ability Identification, Creative Development, Creativity, Educational Environment