A decade of dialogue on the three‐ring conception of giftedness

Abstract

This article examines some of the commentary an criticism that has been directed toward the three‐ring conception of giftedness since its original publication in 1978. Reactions to various interpretations of the concept are discussed, recent research dealing with the development of gifted behaviors is presented, and modifications in the original theory are described. Major changes include shifting emphasis from “being gifted” to the development of gifted behaviors, labeling services rather than students, and making changes in state guidelines to bring them into line with present day research. An analysis of the nature of controversy and its role in the advancement of a field of study is explored. The author invites new dialogue by presenting a specific identification system based on the three‐ring conception of giftedness. This six step identification system is presented for practical purposes as well as to stimulate new debate about the topic in general.

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