This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs.enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world?

This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs.enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world?

This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs.enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world?