Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
Preface
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
Summary
Emanuel Feuermann was hired to the faculty of the University of Cologne at the age of 16 to teach the cello to students, all of whom were older than he was. He was a child prodigy who made good and became a superstar as an adult. In contrast, his brother, Sigmund Feuermann, was an even more amazing child prodigy than was Emanuel. But by the age of 31, Sigmund returned to his parents' home in Vienna in semiretirement. His career as a mature violinist had been, to a large extent, a bust. What is it that distinguishes gifted children who later go on to become gifted adults from those who do not? Indeed, what does it even mean to be gifted, and how can schools or other institutions identify, teach, and evaluate the performance of gifted children?
Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. To help those with an interest in the field of gifted education, we edited a volume that was published in 1986 by Cambridge University Press, Conceptions of Giftedness. However, that book has been out of print for several years. Since the book went out of print, the senior editor of this volume has received many requests for permission to copy material from that book and also for a new edition of the book. This book is that new, second edition.
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- Conceptions of Giftedness , pp. vii - viiiPublisher: Cambridge University PressPrint publication year: 2005
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