WHAT IS GIFTEDNESS?

Most disciplines of psychology have had difficulties with defining their technical terms, and the situation is no different with the term “giftedness.” A definition should give a formal and concise description of the meaning of a concept or construct. Unfortunately, the scientific language of psychology is full of words inherited from everyday language and terms such as giftedness are not only linked to synonyms like “high ability,” “aptitude,” or “talent” but each term can assume different meanings. These meanings carry a long history of cultural use, “folk” wisdom, and/or misconception. Furthermore, a concise definition is almost impossible because the context within which the definition is made may refer to a process, key elements of giftedness, provisions for the gifted, or education of the gifted. In addition, it is not easy completely to separate theoretical and practical concepts because adherence to a theory of giftedness determines one's research and educational approaches.

If all this was not bad enough, the meanings are tainted by an emotionalism that seems to engulf the concept of giftedness. For example, in German the word for giftedness can be begabung or hochbegabung. The connotation with hochbegabung can be value laden, associating giftedness with elitism. A similar situation exists in French (doués or surdoués) and in Spanish (dotado or superdotado). Such a connotation evokes emotional reactions and negative feelings that have hampered worldwide progress in educating the gifted (Williams & Mitchel, 1989).