Gifted Education in a Democracy: Refuting the Critics

Abstract

Gifted education practitioners care about the needs of individual children. They strive to promote cognitive, moral and social development, and celebrate the fulfilment of human potential. In a democracy, educators struggle to provide for the differing needs of individual students. The Australian democracy is similar to other democracies in this respect. Recently, the Australian Senate conducted an inquiry on ‘The Education of Gifted Children’ (2001). The Senates concern to balance individual fulfilment with inclusive practices is echoed by the OECD report ‘Understanding the Brain’ (2002). Yet gifted education in Australia still has vocal, even vituperative critics. They describe gifted education as elitist, unjust, undemocratic, and even intentionally eugenic. These are serious charges, and demand a response. Such critics, it must be said, do not understand democracy. The very nature of democracy requires an acknowledgment of individual differences in its citizens, and respect for individuality. In contrast, the critics confuse equality with identity, and demand that justice requires identical treatment for all. This error is avoided in gifted education, which addresses the satisfaction of individual educational needs and the recognition of individual potential. This paper provides arguments that support the role of gifted education in societies that cherish fairness, freedom and fulfilment.