The 17th Asia-Pacific Conference on Giftedness(09 July, 2022 Newsletter)

The 17th Asia-Pacific Conference on Giftedness has gone through half of the event, and the third day of the onference still attracted many scholars, teachers and students in the field of gifted education. Today's warm-up video was a wonderful dance performance by students from Dongmen Elementary School and a piano performance by Emily Tsai, kicking off today's speech with the beautiful dance moves and piano sounds of the artists!

Symposium III - Career Development and Well-being of Gifted Learners

Dr. Mantak Yuen from Hong Kong University shared critical review of literature on life satisfaction of adolescents and with details from two studies. From the studies, we knew that perseverance was linked to higher levels of life satisfaction, while adaptability was indirectly linked to life satisfaction via career development self-efficacy.

Dr. Jae Yup Jung from University of New South Wales talked about the career development of gifted students in the Asian context, and in particular, the role of factors including cultural values, family influence, income, security, prestige, gender role expectations, career indecision, interest, enjoyment, and intellectual stimulation. He concluded the presentation with the possible future of career development of gifted students in Asia.

Professor Joseph Renzulli from University of Connecticut shared his ideas.

He shared with us that a major controversy facing the field of gifted education is the underrepresentation of low income, minority, and dual language students. The assessment for learning

examines traits such as interests, instructional preference styles, preferred modes of expression, and executive function skills, although sometimes these referred as the “soft skills,

” they have gained much more attention on the parts of college admission officers and employers, especially for higher level leadership positions. Instruments that assess these traits are often completed by the students themselves; and technology and artificial intelligence now allow us to administer and analyze them with the same ease used for traditional standardized tests.

Symposium III - Career Development and Well-being of Gifted Learners

Eventually, Dr. Serene Chan from Hong Kong University investigated how early career awareness activities can be useful for children’s growth and development, specifically from the creative cross disciplinary workshop held for primary school students as a starting-point. It was known that having increased knowledge about adult occupations may affect children’s talent development in positive ways; it could heighten children’s self awareness and help develop their talents.

Professor Albert Ziegler from University of Erlangen-Nuremberg shared nativist talent models.

He thought that talent cannot be developed without a stimulating environment. Yet, what specifically characterizes a stimulating environment was never established. To be sure, it quickly became clear that certain people, objects, settings, and systems play a crucial role for talent development. However, no elaborate theory has never been presented that encompassed the element of such environments, as well as their interaction and the ways in which they can be regulated. Professor Ziegler first suggested what distinguishes effective from less effective environments is educational and learning capitals.

Professor Uğur Sak from Anadolu University, Turkey shared the Fuzzy Theory of Giftedness (FTG)

Professor Uğur Sak suggested that the concept of giftedness is vague. Based on this concept, the professor shared the identification and education the practices of giftedness. According to the FTG model, the selection of gifted students should be a two phase process: (1) natural selection and (2) adaptive retention. Professor Sak suggested that gifted education should evolve into person-environment interactions that foster talent development.

Second, he explained the benefits of stimulating environment to develop talents, drawing from an environmental typology which has two poles--an “atope” and a “megatope”. Last, Professor concluded his speech with several maxims on the future course of talent education.

For more information: