Borrowing Insights from Other Disciplines to Strengthen the Conceptual Foundations for Gifted Education

Arguments over conceptions of giftedness and provisions for the gifted bear similarities to arguments over key constructs in other disciplines. We can clarify and strengthen the conceptual foundations for gifted education by going beyond psychology and education to explore theory and research in other disciplines such as cultural anthropology, ethical philosophy, history, sociology, economics, and the philosophy of science. Based on long-term experiences with interdisciplinary inquiry, including collaborative, interdisciplinary projects involving leading thinkers from multiple fields, this focus article provides suggestions about ways in which scholars can shed new light on high ability. The suggestions include frameworks for individual and collaborative interdisciplinary exploration and discussion of the benefits and pitfalls of such work. The analysis provides the basis for reactions from leading thinkers in the fields of gifted education and creative studies. Respondents will react to the recommendations for further interdisciplinary work, especially in the field of gifted education, looking for strengths, flaws, and refinements.