ABSTRACT
This chapter describes a framework for the study of conceptions of giftedness and argues that conceptions of giftedness are best described using an emic approach, where the complexity of a psychological concept such as giftedness can be best understood from the context of the culture of its origin. It provides a discussion of the impact of globalization on gifted education and a sound theoretical basis for the study of conceptions of giftedness across different cultures. The chapter also describes some of the preliminary evidence that suggests that there are differences in conceptions of giftedness across cultures. Like giftedness, conceptions of intelligence continue to evolve, and there are now many ways to describe intelligence such as practical intelligence, emotional intelligence, and multiple intelligences. The chapter also presents an overview of this book.
