Theories of giftedness and their practical implications: orientation areas of giftedness potential in Türkiye

Abstract

This article explores the theoretical foundations and practical implications of giftedness, with a focus on how gifted potential is identified and nurtured in Türkiye. Giftedness, defined as exceptional ability in domains such as academics, arts, leadership, and creative problem-solving, is examined through historical perspectives and contemporary models, including Renzulli’s Three-Ring Model, Gardner’s Theory of Multiple Intelligences, and Subotnik’s Talent Development Model. The study highlights the cognitive, emotional, and social characteristics of gifted individuals, supported by neuroscience insights into brain structures enhancing cognitive flexibility. In Türkiye, the education of gifted students primarily occurs through “cience and Art Center (SAC), which emphasize intellectual and artistic development, while institutions like science high schools focus on academic achievement rather than a comprehensive giftedness framework. The article also investigates the orientation of gifted students and their families toward talent domains, revealing a societal preference for lucrative fields like medicine over arts or sports due to economic and cultural factors. Challenges such as economic concerns, and family pressures further complicate career decisions. The findings underscore the need for a multidimensional approach to support gifted individuals’ diverse potentials in Türkiye’s educational landscape