Conceptions of Intelligence, Giftedness, and Talent Over Time

The concept of giftedness has evolved significantly over the past century, shifting from a narrow, IQ-based perspective to a more inclusive and multifaceted understanding. Early theories, such as those developed by Alfred Binet and Lewis Terman, primarily focused on intelligence as a fixed, measurable trait. However, modern theories, including those by Joe Renzulli and FrançoiGagné, have expanded the definition to include creativity, motivation, and task commitment. This review aims to explore the evolution of giftedness definitions, addressing two main questions: How has the definition of giftedness developed over time, and to what extent do current definitions support equitable educational practices for gifted learners? The review analyses models such as Renzulli’s Three-Ring Model and Gagné’s Differentiated Model of Giftedness and Talent (DMGT), highlighting the importance of recognizing both innate potential and developed talent. The findings suggest that inclusive definitions of giftedness foster more effective, equitable educational practices, but challenges remain in implementing these frameworks universally.

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