The idea of giftedness is often thought of as something real and tangible. Many educators and psychologists believe that giftedness is an inherent trait, much like a person’s height, weight, or hair color. This belief is widespread, but is it accurate? Let’s explore the concept of giftedness and understand why it is considered a social construction rather than a concrete reality.
What is a Social Construction?
A social construction is a concept that has been created and accepted by people in a society. It doesn’t exist naturally in the world but is something that humans have made up to categorize and understand the world around them. For example, money is a social construction, pieces of paper or metal that only have value because we all agree they do.
Giftedness as a Social Construction
Giftedness, like money, is a social construction. It’s not a natural, unchangeable trait. Instead, it’s a way that societies categorize certain individuals who perform exceptionally well in areas that the society values. For instance, a child who excels in mathematics or art might be labeled as gifted in one culture but might not be seen the same way in another culture that values different skills.
The Myth of Giftedness as a Real Trait
Many people believe that giftedness is a real and concrete trait, similar to a medical condition like diabetes. However, this belief is a myth. Unlike medical conditions, which have clear symptoms and can be diagnosed with tests, giftedness doesn’t have a clear, universal definition. What one society considers gifted might be completely different in another society.
For example, a successful software programmer in Silicon Valley might be considered gifted in that context but might not be seen as gifted in a different society that doesn’t value technological skills as highly.
Implications of Viewing Giftedness as Real
Believing that giftedness is a real, concrete trait has significant implications. It affects how we identify and assess gifted children in schools. It influences the programs and services provided to these students, often determining who gets access to advanced educational opportunities.
However, since giftedness is a social construction, it’s important to remember that these assessments are based on human-created criteria. This means that different societies, and even different schools, might have different ideas about what it means to be gifted.
In conclusion, giftedness is not a natural fact but a social construction. It is a concept that societies have created to categorize individuals who excel in areas that are valued by that society. Understanding this can help educators and parents better support all students, recognizing that giftedness is not a fixed trait but a label that reflects societal values. This perspective encourages us to think more broadly about how we identify and nurture talent in children, focusing on the unique strengths each child brings to the table.
