Grayce P. Storey
The beginning of education of any kind for any particular type of learning may be viewed as morally based. What we choose to do and not to do in school is considered as a clue to what society deem important in a society. “All cultures have some consensus on what constitutes human ability even though particulars will vary.
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Consequently, the criteria for selecting school giftedness participants could be seen as a moral endeavor on the basis of reflecting cultural preferences.
Schindler mentions in The Journal of Negro Education, that life chances of particular students will be altered whether they are chosen or not. There are several questions raised as to whether “the participants self-esteem is put under undue and unhealthy pressure, and does it benefit society generally to identify and educate the brightest and best in order to husband their future contributions.”
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Schindler views the value element as being obvious and strong. He draws a simile between being gifted and being beautiful and he concluded that both are admirable. Giftedness is a cultural concept of preferred human attributes that is accepted be citizens in the community, such as the educators, taxpayers, parents, and the policy making body. Gifted can be defined “as a point of departure for generating identification criteria that may also receive widespread support “
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From yet another spectrum, giftedness has to do with three basic clusters of human traits. These clusters are; “above-average general abilities, high level of task commitment, and high levels of creativity.”
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The gifted are capable of developing these traits and applying them to any potentially valuable are of human preference. Students who are capable of developing an interaction among the three clusters require a wide variety of education and many services that are not provided through regular instructional programs.
