Giftedness is a term that has been used to describe individuals who possess exceptional abilities or potentials in one or more domains of human endeavor. However, giftedness is not a simple or straightforward concept, as different theories, definitions, and criteria have been proposed to identify and measure it. Moreover, giftedness does not necessarily imply high achievement or success, as many factors can influence the development and expression of gifted abilities. In this article, we will review some of the major perspectives on giftedness and its relationship to achievement, and discuss some of the implications for education and society.
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What is Giftedness?
One of the most influential definitions of giftedness was proposed by the Marland report in 1971, which stated that giftedness is “high achievement capability” in areas such as intellectual, creative, artistic, leadership, or specific academic fields. According to the Marland report, gifted individuals require services or activities not ordinarily provided by the school in order to fully develop their abilities.
However, this definition has been criticized for being too narrow and exclusive, as it focuses only on high performance and ignores other aspects of giftedness, such as potential, motivation, creativity, or personality. Moreover, this definition does not account for the diversity and complexity of giftedness across different domains, cultures, and contexts.
Therefore, some researchers have suggested alternative or complementary definitions of giftedness that emphasize different dimensions or criteria. For example, Renzulli (1978) proposed a three-ring conception of giftedness that consists of above-average ability, task commitment, and creativity. According to Renzulli, giftedness is the interaction of these three traits that results in high levels of achievement or creative productivity.
Another example is Gardner’s (1983) theory of multiple intelligences, which posits that there are at least eight distinct types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. According to Gardner, each intelligence has its own developmental trajectory and can be expressed in different ways depending on the individual’s environment and opportunities.
A more recent definition of giftedness was proposed by Subotnik et al. (2011), who argued that giftedness is “the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain”. Furthermore, they suggested that giftedness is developmental in nature, meaning that it can change over time depending on the individual’s cognitive and psychosocial factors as well as the societal opportunities and expectations.
How is Giftedness Related to Achievement?
Given the various definitions and perspectives on giftedness, it is not surprising that there is no simple or direct answer to the question of how giftedness is related to achievement. However, some general trends and patterns can be identified from the existing research and literature.
First of all, it is important to note that giftedness and achievement are not synonymous or interchangeable terms. Giftedness refers to the possession or potential of exceptional abilities or talents in one or more domains, while achievement refers to the actual outcomes or products of those abilities or talents. Therefore, it is possible for someone to be gifted but not achieve at a high level, or vice versa.
Secondly, it is evident that giftedness and achievement are influenced by multiple factors that interact in complex ways. These factors can be categorized into four main groups: cognitive factors (such as intelligence, aptitude, skills), psychosocial factors (such as motivation, self-regulation, personality), environmental factors (such as family, peers, school), and societal factors (such as culture, norms, opportunities). Depending on the combination and interaction of these factors, different trajectories and outcomes of giftedness and achievement can emerge.
Thirdly, it is clear that giftedness and achievement are domain-specific and context-dependent. This means that different domains of human endeavor (such as science, art, music) have different characteristics and requirements for giftedness and achievement. For example, some domains may require more creativity or originality than others; some domains may have more objective or standardized criteria for evaluation than others; some domains may have more stable or dynamic knowledge bases than others. Similarly, different contexts (such as historical periods, geographical regions, cultural groups) may have different values and expectations for giftedness and achievement. For example, some contexts may favor more individualistic or collectivistic orientations than others; some contexts may provide more resources or support than others; some contexts may pose more challenges or barriers than others.
What are the Implications for Education and Society?
The relationship between giftedness and achievement has important implications for education and society. On one hand, it implies that education should aim to identify, nurture, and support gifted individuals across different domains and contexts, and provide them with appropriate services and opportunities to develop and express their abilities and talents. On the other hand, it also implies that education should foster a culture of excellence and creativity among all students, and encourage them to aspire to high levels of achievement or eminence in their chosen fields.
Moreover, the relationship between giftedness and achievement has significant implications for society. On one hand, it suggests that society should value and celebrate gifted individuals and their contributions to various domains of human endeavor, and recognize their potential to solve problems, innovate, and improve the quality of life for themselves and others. On the other hand, it also suggests that society should promote a sense of social responsibility and ethical awareness among gifted individuals, and ensure that their abilities and talents are used for the benefit of humanity and the environment.
