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TABLE OF CONTENTS; FOREWORD: Stream of Consciousness on Creativity, Globalization, Technology, and What Is Happening in a Rapidly Changing World; SECTION I: RECOGNIZING POWERFUL CONTEXTUAL INFLUENCES ON GIFTEDNESS AND TALENT DEVELOPMENT; 1. PREVIEWING A COLLABORATIVE EXPLORATION OF GIFTED EDUCATION AND TALENT DEVELOPMENT IN THE 21ST CENTURY; Questions Based on Interdisciplinary Analyses of 21st-Century Globalization; Questions Derived from the Work of Our Contributing Authors; AN OVERVIEW OF THE CONTENTS OF THE VOLUME; CONCLUDING THOUGHTS; NOTES; REFERENCES
2. TWENTY-FIRST CENTURY CONTEXTUAL INFLUENCES ON THE LIFE TRAJECTORIES OF THE GIFTED AND TALENTEDCATCH A WAVE: A METAPHORICAL LANDSCAPE FOR THE DEVELOPMENTAL TRAJECTORIES OF CIVILIZATIONS, EDUCATION SYSTEMS, AND CREATIVELY INTELLIGENT INDIVIDUALS; Societal Context: Will Our Civilization Thrive or Collapse?; Examples of Macro-Opportunities; Example of a Macroproblem/Macro-Opportunity Hybrid; Examples of Macroproblems; EDUCATION SYSTEMS: A BIG-PICTURE ANALYSIS THROUGH THE LENS OF THE CATCH A WAVE MODEL; TWENTY-FIRST CENTURY KNOWLEDGE, SKILLS, AND DISPOSITIONS
Broad and Deep Proficiency in the Subject AreasCreative Thinking Skills and Inquiry-Based Dispositions; Critical Thinking Skills and Dispositions; Interdisciplinary Thinking; Visual-Spatial Literacy; Information-Technology Skills; Financial, Business, Economic, and Entrepreneurial Acumen; Intrapersonal Self-Discovery and a Sense of Purpose; Cognitive Diversity; Interpersonal Ability, Collaborative Skill, and Leadership; Ethical Insight, Global and Multicultural Awareness, and Personal and Social Responsibility; CONCLUDING THOUGHTS; REFERENCES
SECTION II: CONCEPTIONS OF GIFTED EDUCATION IN A COMPLEX, CHANGING WORLD3. ENVISIONING A NEW CENTURY OF GIFTED EDUCATION: The Case for a Paradigm Shift; NEW INSIGHTS FROM RESEARCH ON CREATIVITY AND CREATIVITY EDUCATION; THE LEGACY AND LIABILITY OF THE GIFTED CHILD PARADIGM; The Essentialist Conception of Giftedness is Not Scientifically Convincing; The Categorical Approach Is Exclusive and Socially Inequitable; Generic Provisions Based on the "Unique Needs" of the Gifted Are Not Educationally Productive; WHY THE TALENT DEVELOPMENT PARADIGM IS A BETTER ALTERNATIVE
Developmental Conceptions of Giftedness and Talent Are Scientifically More CompellingTalent Development Approaches Are More Inclusive and Are Socially More Equitable; Talent Development Approaches Are Educationally More Productive in Terms of Promoting Optimal Individual Development; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 4. HUMAN NATURE: The Unpredictable Variable in Engineering the Future; WHAT IS HUMAN NATURE?; HOPE SPRINGS ETERNAL; THE FUTURE: WHERE NO ONE HAS TRAVELED BEFORE; INTELLECTUALLY GIFTED HEROES TO THE RESCUE; REFERENCES
2. TWENTY-FIRST CENTURY CONTEXTUAL INFLUENCES ON THE LIFE TRAJECTORIES OF THE GIFTED AND TALENTEDCATCH A WAVE: A METAPHORICAL LANDSCAPE FOR THE DEVELOPMENTAL TRAJECTORIES OF CIVILIZATIONS, EDUCATION SYSTEMS, AND CREATIVELY INTELLIGENT INDIVIDUALS; Societal Context: Will Our Civilization Thrive or Collapse?; Examples of Macro-Opportunities; Example of a Macroproblem/Macro-Opportunity Hybrid; Examples of Macroproblems; EDUCATION SYSTEMS: A BIG-PICTURE ANALYSIS THROUGH THE LENS OF THE CATCH A WAVE MODEL; TWENTY-FIRST CENTURY KNOWLEDGE, SKILLS, AND DISPOSITIONS
Broad and Deep Proficiency in the Subject AreasCreative Thinking Skills and Inquiry-Based Dispositions; Critical Thinking Skills and Dispositions; Interdisciplinary Thinking; Visual-Spatial Literacy; Information-Technology Skills; Financial, Business, Economic, and Entrepreneurial Acumen; Intrapersonal Self-Discovery and a Sense of Purpose; Cognitive Diversity; Interpersonal Ability, Collaborative Skill, and Leadership; Ethical Insight, Global and Multicultural Awareness, and Personal and Social Responsibility; CONCLUDING THOUGHTS; REFERENCES
SECTION II: CONCEPTIONS OF GIFTED EDUCATION IN A COMPLEX, CHANGING WORLD3. ENVISIONING A NEW CENTURY OF GIFTED EDUCATION: The Case for a Paradigm Shift; NEW INSIGHTS FROM RESEARCH ON CREATIVITY AND CREATIVITY EDUCATION; THE LEGACY AND LIABILITY OF THE GIFTED CHILD PARADIGM; The Essentialist Conception of Giftedness is Not Scientifically Convincing; The Categorical Approach Is Exclusive and Socially Inequitable; Generic Provisions Based on the "Unique Needs" of the Gifted Are Not Educationally Productive; WHY THE TALENT DEVELOPMENT PARADIGM IS A BETTER ALTERNATIVE
Developmental Conceptions of Giftedness and Talent Are Scientifically More CompellingTalent Development Approaches Are More Inclusive and Are Socially More Equitable; Talent Development Approaches Are Educationally More Productive in Terms of Promoting Optimal Individual Development; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 4. HUMAN NATURE: The Unpredictable Variable in Engineering the Future; WHAT IS HUMAN NATURE?; HOPE SPRINGS ETERNAL; THE FUTURE: WHERE NO ONE HAS TRAVELED BEFORE; INTELLECTUALLY GIFTED HEROES TO THE RESCUE; REFERENCES