<p>Traditional notions of intelligence are crippling the field of
Gifted Education and often, whether explicitly or implicitly, perpetuate
inequity and disproportionality throughout the field in both theory and
practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in
narrow, monocultural conceptualizations of intelligence, “casting it in
singular rather than interactive disciplines and ways of representation”
(Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted
Education, “we will need to release ourselves from the grips of traditional
stereotypes about what schools should be, how teaching is to proceed, what
appropriate curriculum content entails, and how evaluation should occur”
(Eisner, p. 89). Drawing from Dabrowski’s <i>Theory of Positive Disintegration</i>
(TPD), particularly notions pertaining to the five Overexcitabilities and
Development Potential, as well as Eisner’s ideas concerning knowledge
acquisition through diverse forms of representation and ways of knowing, I
present various ideas and implications for the field of Gifted Education. These
ideas and implications inform many K-12 teaching and learning practices as
well. </p>
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