Chapter 2 addresses the question of what develops; the main argument of ECT is that most talent domains as defined by culture are not genetically programmed or preordained; however, most human accomplishments or excellence we know of are traceable to our ancient, even prehistorical roots when Homo sapiens still lived a hunting-and-gathering life. Therefore, any talent we are familiar with can be seen as a new machine made of “old parts” ever-present in prehistorical times and everyday life, a set of bioecological effectivities that have a long history of serving the surviving-thriving function in human ecology, only gradually to be harnessed and further refined through enculturation and institutionalized education and training, supported by cultural niche construction and infrastructure. Here lies a critical distinction between typical development in an expectant cultural environment and optimal development in a highly enriched one, potentially resulting in social disparities. Along the way, evidence of developmental diversity and divergent pathways suggests spontaneous self-organization of bioecological aptitudes and dispositions in adapting to affordances and challenges presented in a sociocultural environment, laying the foundation the growing person–object or person–world relationships.

Chapter 9 attempts to spell out implications of ECT for human excellence in the information age, in terms of both advantages and disadvantages. The new century makes the pursuit of excellence more pluralistic, and educational and instructional resources more accessible, which is good. On the other hand, the internet age can also dilute one’s “selective affinity” and make it more difficult to develop a deep interest and a focused line of personal endeavor. Optimistically, production-based education as the legacy of the industrial age will be replaced by a client-based education, where individuals can truly pursue their individual interests and cultivate their own niche for excellence and a productive, fulfilling life, rendering separate gifted and talented programs unnecessary. ECT advocates a school model that promotes human excellence in a way that is scientifically more compelling, socially more equitable, and educationally more productive. Beyond the school wall, ECT suggests building learning ecology and infrastructures at the meso-level (e.g., decentralized talent centers with kindred spirits) that can trickle down to micro-level developmental experiences and interactions, making the pursuit of personal excellence more accessible and more tailored to individual needs.