Beyond Transformational Giftedness

Bibliographic Data

ID22046388
AuthorsRobert J Sternberg (0000-0001-7191-5169, Cornell University, corresponding author), Aakash Chowkase (0000-0001-6990-4698, Purdue University West Lafayette), Ophélie Allyssa Desmet (0000-0001-8524-1863, Purdue University West Lafayette), Sareh Karami (0000-0001-6060-7558, Mississippi State University), Jenna Landy (0000-0002-8578-8401, Cornell University), Jialin Lu (Cornell University), LU Jia-lin (Cornell University)
Year2021
Volume11
Issue5
Pages192
Publication date2021-04-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11050192
OpenAlexW3159299360
LanguageEN
Citations received13
References cited20

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people

Cognitive psychology · Transactional leadership · Transformational leadership · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Psychology · Social Psychology · Youth Development and Social Support

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