The evolution of conceptions of giftedness in twentieth-century western pedagogy
DOI:
https://doi.org/10.33216/2220-6310/2026-112-1-253-267Keywords:
giftedness, gifted education, Western pedagogy, evolution of conceptions, psychometric approach, cognitive-creative paradigm, multidimensional models of giftedness, human potential development, talent development, history of educationAbstract
The article presents a historical and pedagogical analysis of the evolution of conceptions of giftedness in twentieth-century Western pedagogy. It traces the transformation of scholarly approaches to giftedness from the psychometric interpretation, which viewed giftedness primarily as a measurable intellectual characteristic, to the contemporary concept of human potential development. Based on the analysis of the works of leading Western scholars, historical and pedagogical sources, and educational policy documents, five major stages in the evolution of conceptions of giftedness are identified: the psychometric stage (1900–1930), the institutionalization of gifted education (1940–1960), the cognitive-creative paradigm (1960–1980), multidimensional models of giftedness (1980–1990), and the transition to the concept of human potential development at the end of the twentieth and the beginning of the twenty-first century. The study demonstrates that each stage reflects a shift in the methodological foundations of giftedness research and a gradual expansion of the concept itself. It is argued that the psychometric approach established the scientific study of intellectual abilities, while the institutionalization of gifted education led to the development of specialized educational programs and public policies supporting gifted learners. The cognitive-creative and multidimensional paradigms further broadened the understanding of giftedness by incorporating creativity, motivation, and personal and sociocultural factors. The findings indicate that the late twentieth century marked a conceptual shift from identifying gifted individuals to investigating the processes through which abilities are developed. This transformation laid the foundation for contemporary concepts such as talent development, human potential development, and lifelong learning. The article concludes that the evolution of Western pedagogy reflects a transition from measuring abilities to creating educational conditions that foster the development and realization of every learner's potential.
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