Ten changes that will render gifted education transformational

Gifted education is facing challenges from within and without. The mainstream practice of gifted education that was fashioned a century ago is increasingly inadequate in the face of the twenty-first century conditions. The call for transformational giftedness is just one way of reminding the field of the lingering issues. In this chapter, I first review the roots of gifted education and explain why there needs to be a paradigm shift. I argue that transformational giftedness takes transformation of gifted education. I then propose ten changes, from epistemology, definition, identification, curriculum, pedagogy, all the way to standards of achievement as well as public policy as a systematic effort to reform gifted education and render it transformational. I use a VISCAR model of implementation scheme to illustrate how recognize strengths and weaknesses of the current system. In conclusion, I discuss paradoxes and prospects of gifted education in light of the larger context of worldwide twenty-first century challenges ahead of us.