Abstract
The concept of giftedness has a unique history and its meanings need to be deciphered in a proper cultural context. In this chapter, I first discuss “giftedness” as used in natural language as well as scientific discourse. I then provide an overview of the intellectual history of the concept in terms of construction, deconstruction, and reconstruction of “giftedness,” a change from what can be called essentialism to developmentalism. I argue that there are some essential tensions surrounding the concept of giftedness; they involve competing arguments and perspectives on the genesis and development of gifted behaviors and superior achievements. I then elaborate on these tensions and discuss possible ways of resolving and easing these tensions. I end the chapter by suggesting a dialogue between people of differing convictions that would allow us to delve deeper into the intricacies of the issues involved, and reach some degree of consensus as to the conceptual and empirical challenges we are facing.
Things fall apart; the centre cannot hold…
(Borland, 2003, p. 105, quoting Yeats)
Within the group, some individuals may be more traditionalistic, others more iconoclastic, and their contributions may differ accordingly.
(Kuhn, 1977, pp. 227–228)
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Dai, D.Y. (2009). Essential Tensions Surrounding the Concept of Giftedness. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_3
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