Abstract
The author proposes a set of sequentially structured statements on the nature and origin of human abilities, gifts, and talents; and he invites professionals and academics in gifted education to analyze their own beliefs on the nature of giftedness and talent. What positions and principles will they readily accept, which are less easily shared within the field, and what is the source of these hesitations and oppositions? In the long term, the author hopes that this detailed analysis and discussion of micrograduated statements will give rise to a conceptual foundation, solidly based empirically, that will become endorsed by a large majority of professionals in the field.
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