Exceptionality and gifted education: a re-examination of its hard core

Abstract

The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality.

Keywords:

• actiotope model of giftedness
• systemic theory of gifted education
• paradigm shift

Acknowledgment

Once again, we thank our colleagues for their responses to our article.

Notes

1. This point is best illustrated with a personal vignette. One of us (SNP) recently relocated his family from Hong Kong to Melbourne, necessitating a new school for our son. According to the standards of his school in Hong Kong, his academic achievements were considered average. In Melbourne, however, he is considered to be outstanding according to the academic standards of his new school. Clearly, the sudden change in environment means that his action repertoire has been recalibrated rather than suddenly expanded.