In this article, I assert that giftedness is not a fact of nature or something that educators and psychologists have discovered. Instead, it is a socially constructed concept, something recently invented. I review the evolution of this construction and discuss some of the practical implications of the construct's application in education. Last, I speculate about some of the possible ways in which the construct may evolve in the future.
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James H. Borland (1997) studied this question.
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