Journal for the Education of the Gifted
Fall 1999, Volume 23, Number 1

What Is This Thing Called Giftedness, and How Do We Develop It?
A Twenty-Five Year Perspective
Joseph S. Renzulli

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models.

A Critique of Renzulli’s Theory Into Practice Models for Gifted Learners
Paula Olszewski-Kubilius

In this paper, I offer my views on the theory and practice models of Dr. Joseph Renzulli, a leading researcher and theorist within the field of gifted education. Renzulli’s model is critiqued against a set of criteria proposed by the author for a “good” gifted program. There are many strengths to Renzulli’s model; but a major weakness is the lack of school-based assessment procedures that can guide decisions about a broader range of accelerative, enrichment, and other types of program options for gifted students with different needs. The major ideas underlying Renzulli’s theory were also critically examined, including the broadening of the talent pool, the emphasis on products, and the focus on the development of creative productivity as a basis for educational programs for gifted children.

Rising Tides and Racing Torpedoes: Triumphs and Tribulations of the Adult Gifted as Illustrated by the Career of Joseph Renzulli
Robert J. Sternberg

Joseph Renzulli’s essay highlighting his major programmatic work of the past 25 years tells us far more about the real guts of giftedness than does any IQ score or any test score or set of scores at all. In his essay, Renzulli distinguishes between “schoolhouse giftedness” and “creative productive giftedness.” I do not know how Renzulli did in the schoolhouse, but I do know that he serves as an outstanding model of the kind of creative productive giftedness he discusses. But what actually goes into the creative-potential circle of Renzulli’s (1978, 1986) Three-Ring Conception of Giftedness? Renzulli’s essay tells us much in answer to this question, as could any autobiographical essay. The goal of this response will be to use Renzulli’s essay as a case study of the components of creative productive giftedness. The framework I will use is that provided by our own investment theory of creativity (Sternberg & Lubart, 1995, 1996), although doubtless other models could be used as well.  

Renzulli’s Triad: School to Work for Gifted Students
Edwina Pendarvis, Craig Howley, & Aimee Howley

From the authors’ perspective, Renzulli’s definition, whether misinterpreted to require a composite of traits—more interesting than the interpretation Renzulli iterates—or used as Renzulli intended, to justify more inclusive programs, relies on a dubious rationale for gifted education: to select and nurture society’s finest problem solvers. His emphasis on enrichment militates against systematic accelerated study in academics and the arts. Taken together, Renzulli’s definition and intervention constitute a politically conservative, product-oriented approach to education that is more likely to reinforce social inequities of the current political economy than to equalize educational opportunity.

Bringing Clarity to “This Thing Called Giftedness”: A Response to Dr. Renzulli
Margie K. Kitano

Dr. Renzulli's Enrichment Triad and SEM models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be underrepresented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field.

Renzulli’s Model: Needed Research
Susan K. Johnsen

In this response to Renzulli’s 25-year review of his work, I develop 3 questions for examining his perspectives: (a) Does Renzulli’s conception reflect the gifted population? (b) Do school system practices reflect the conception? and (c) How do implemented practices of the model affect the school system and the gifted student? I argue that no classroom observational studies critically examine the dynamic interaction of Renzulli’s Three-Ring Conception of Giftedness, that within a school context it is difficult to operationalize, and that its complexity limits the number of implementation studies that focus on its effects. I suggest new questions for research and encourage studies that examine closely the database’s underlying current practices promulgated in the field of gifted education.

Renzulli’s Philosophy and Program: Opening Doors and Nurturing Potential
Donna Y. Ford

For decades, educators have searched for answers to explain the persistent and pervasive underrepresentation of minority students in gifted education. In too many school districts, arbitrary cutoff scores on standardized tests and lack of teacher referral are major barriers to the participation of minority students in gifted education. School districts have several options and alternatives for increasing the participation on underrepresented groups in gifted education. One option is to adopt the Schoolwide Enrichment Model. With its focus on talent development, this philosophy and educational approach opens doors to minority students who—for too long—have been shut out of gifted education. The SEM is a model of opportunity, excellence, and equity.

Reflections, Perceptions, and Future Directions
Joseph S. Renzulli

(Dr. Renzulli’s response article had no abstract.)