Abstract
- Colangelo, N., & Davis, G. (1997). Handbook of gifted education (2nd ed.). New York: Allyn and Bacon.
- Davis, G., & Rimm, S. (1989). Education of the gifted and talented (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
- Delisle, J. (1999, November/ December). A millennial hourglass: Gifted child education’s sands of time. Gifted Child Today, 22(6), 26–32.
- Hansen, J., & Hoover, S. (1994). Talent development: Theories and practice. Dubuque, IA: Kendall Hunt.
- Johnsen, S. (1999, November/December). The top 10 events in gifted education. Gifted Child Today, 22(6), 7.
- Newland, T. (1976). The gifted in historical perspective. Englewood Cliffs, NJ: Prentice Hall.
- Marland, S. P., Jr. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education, 2 vols. Washington, DC: U.S. Government Printing Office. (Government Documents Y4.L 11/2: G36).
- Parker, J. (1999). 1999–2000 directory of graduate degree programs and services in gifted and talented education. Washington, DC: National Association for Gifted Children.
- Piirto, J. (1999). Talented adults and children: Their development and education (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
- U.S. Department of Education, Office of Educational Research and Improvement. (1993). National excellence: A case for developing America’s talent. Washington, DC: U.S. Government Printing Office.
- Volume 25
- Issue 4
- Publication Date: Fall 2002
Influential People in Gifted Education
Frances A. Karnes and Stephanie A. Nugent
The history of gifted education is rich with events and people who have influenced the field for centuries. Plato advocated identifying the gifted and providing specialized education in metaphysics, science, philosophy, and military leadership (Colangelo & Davis, 1997; Davis & Rimm, 1989). During the reign of China’s Tang Dynasty (circa 618 B.C.), child prodigies were delivered to the imperial court where their gifts were nurtured and developed (Colangelo & Davis; Davis & Rimm). Throughout the Renaissance, those who exhibited creative talent in art, architecture, and literature were supported by both the government and private patronage (Colangelo & Davis; Davis & Rimm; Hansen & Hoover, 1994).
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