Morality, Ethics and Gifted Minds explores much of the current wisdom on ethics and morality while developing new perspectives on the ethical dimensions of high ability. Prominent authors from diverse disciplines are brought together, recognizing that no single discipline can capture the essence and entirety of nettlesome, complex, multidimensional moral issues. More specifically, the book explores new dimensions of ethics and morality; magnifies the importance of applying highly intelligent minds to ethical issues while developing ways to strengthen the ethical awareness of the creative and gifted, and brings diverse, interdisciplinary perspectives to bear on these issues.

The Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.

Escrito num tom vigoroso e em cores dinâmicas, este livro não é apenas mais um livro sobre o desenvolvimento social, emocional e criativo dos dotados, mas um conjunto de pontos de vista atentos e teoricamente fundamentados através dos quais podemos olhar para este tema apaixonante de uma forma diferente.

A Harvard scientist illuminates the biological basis for human morality in this groundbreaking book. With the diversity of moral attitudes found across cultures around the globe, it is easy to assume that moral perspectives are socially developed—a matter of nurture rather than nature. But in Moral Minds, Marc Hauser presents compelling evidence to the contrary, and offers a revolutionary new theory: that humans have evolved a universal moral instinct. Hauser argues that certain biologically innate moral principles propel us toward judgments of right and wrong independent of gender, education, and religion. Combining his cutting-edge research with the latest findings in cognitive psychology, linguistics, neuroscience, evolutionary biology, economics, and anthropology, Hauser explores the startling implications of his provocative theory vis-à-vis contemporary bioethics, religion, the law, and our everyday lives.

This book looks beyond the predominant conceptual frameworks that dominate thinking about giftedness and talent. Leading thinkers in the field of gifted education question fundamental assumptions about high ability and probe the larger contexts that influence gifted education.

This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world?

This volume brings together experts in gifted education to explore critical perspectives in talent development across the lifespan, guiding readers toward a deeper understanding of advanced learners and their education. Chapters in the first section delve into the foundational theory, research, and models of practice underpinning gifted education and talent development, while the second section examines the practical applications of talent development in assessment, programming, and ongoing research. The book concludes with an exploration of talent throughout the lifespan, featuring detailed case vignettes to illustrate development across diverse fields of practice. Ideal for researchers as well as students of gifted education and creativity studies, this comprehensive handbook challenges readers to interrogate what they think they know about giftedness and talent development.