PROCEEDINGS FROM PERMATA PINTAR
SYMPOSIA:
NATURE VS NURTURE; GIFTEDNESS, TALENT, ENVIRONMENT AND
CULTURE
PROFESSOR DR. DAWOOD AL-HIDABI
Abstract:
An attempt was made to discuss the conceptualization of giftedness in the past and the main
shifts in the current research regarding heredity vs. environment debate. The effect of culture
on the definition of giftedness and talent were also referred to and finally a reference was
made to Muslims’ culture and talent development. At the end, several recommendations were
provided.
Keywords: giftedness and talent, heredity vs. environment, Muslim culture.
Giftedness, Talent, Environment and Culture
Early psychologists in the western world such as Galton argued that intelligence is inherited
and claimed that there is no effect for the environment (Sligman, 2002) . Hence, Intellectual
abilities were given more attention by researchers than any other aspects. More psychological,
political and economic research at later times shifted the emphasis for more focus on
environment and educational opportunities to develop talents. This didn’t mean that heredity
was neglected, but rather shifted the emphasis to the personal and environmental factors.
In the late twentieth century, also a variety of conceptualizations of giftedness were offered by
hundreds of researchers. Giftedness as a social construct has become a concept of different
meanings for different people, ideologists, theorists, philosophers and cultures. Now a day’s
giftedness is perceived as a dynamic concept and can be developed through the different
stages of development and contexts according to the different educational opportunities and
programs. Giftedness has acquired a new dimension. It moves from a general attribute to a
more domain-specific where it was found that the schools today cannot develop all types of
talents. School has become to focus more on the academic talents. The society also was
found to contribute to giftedness in the sense that each country values and recognize certain
traits and talents which serve its population. As a result, different giftedness theories and
models have different emphasis, but mostly give attention to the importance of integrating both
the innate potentials to educational opportunities at home, school and outside the school
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activities and programs (Subotnik, R.F; Oszewska-Kubilius; Worrell, F.C, 2011; Page, 2006;
Gagne, 2004; Mathews, 2006)
It is observed in the past that recognized research of giftedness is what published in English
and mostly in western journals. It is reported that 80% of giftedness research was published
by USA researchers alone. Researchers in the west were mainly the pioneers in investigating
these areas. Researchers in the rest of the world maybe didn’t give the right attention to
giftedness and their concern might be recent. Recent research has shown that different
cultures have different meanings and conceptualizing to giftedness. This should lead us to
reconsider the concept according to the different contexts (wong, 2013; Bevan-Brown, 2005;
AL-Hidabi & AL-Jaji, 2012)
The debate between heredity and environment now a day is not of a conflict, but of an
integration. Twins and adopted studies debated in the last several decades the contribution of
both genetics and environment and came to no final consensus regarding this matter
(Freeman, 2002; Feldhusen, 2002).
The most challenging task we are facing is the process of developing talents which end in
outcomes and products leading to benefit for societies. These benefits are valued and
recognized talent by societies and cultures. Further point to be made is that most world
cultures will have of course shared and common grounds which is related either to the natural
world such as talents related to the academic abilities or agreed on some elements of human
nature.
Any social science concepts are undoubtedly will have cultural and value judgments which
might be a source of differences among researches. World researchers on giftedness are
required to cooperate very closely to understand each other and develop a generic model of
giftedness to be sensitive to cultural differences. Many concepts relevant to giftedness and
talent such as motivation, self-esteem and leadership have cultural elements impeded in them.
Careful considerations particularly when developing educational programs are to be taken
seriously. The more we go for the specific and applications, cultural sensitivity should be taken
care of. The more we talk about environmental factors for the gifted and talented, the more
specific and culturally relevant issues become apparent. Environmental factors for the talented
reflect the family, the educational systems, social values and others. All of these are related
to each specific culture. The debate on the conceptualization of giftedness and talent as well
as on heredity and environment will continue to exist. The way forward is that world
educationists ought to learn from each other and work together to share Knowledge and
Practices (Persson, 2012).
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Let me share with you the understanding of what it would be inferred from one culture that is
the Muslim literature relevant to our discussion. First, human beings are created to be
responsible for their actions including Talent development.
Children education in the light of Muslim culture is the responsibility of their families, then it
moves on to the collective responsibility of the society. Also, it is understood that every human
being has innate potentials of varying degrees and levels (Alwan, 1992). Families and society
are responsible for developing these potentials in the light of society’s benefits and needs to
prosper and develop. Fulfilling the children abilities and aptitudes in the light of society
development is the roadmap for their talents development. However, it could be understood
in the Muslim culture that children personalities are perceived as having different dimensions
or components. They are the intellectual abilities, emotions, spiritual and morals, and actions
(performances) (Alkylani, 1990). In a recent study (Al-Hidabi & AL-Jaji, 2012) conducted in
Yemen, it was found that gifted and talented students at high school and the university were
developed by their relative’s non-government organizations supported by private sectors who
think that it’s their responsibility to support those talented to benefit their societies in their
future.
In fact, most of them were sponsored to study later on for graduate studies. Talented were
identified by specialized in NGO and were given educational opportunities outside the school
programs and later sponsored to pursue their graduate studies.
Families and educational system are encouraged to develop a balanced and holistic
personalities of children. Children are also encouraged to think creatively and endeavor to
serve their society based on their talent. By doing so, they are serving their families and
themselves as well. Individual fulfillment is achieved in the light of benefiting society and
humanity. The Muslim scholars proposed five main areas of performances where talents can
be categorized under them. All efforts of talent should lead to achieve the following main goals
for society and Humanity (Bin A'shoor, 2004):
1. To develop productive minds. Programs should help and facilitate to develop thinking
which lead to benefit their society and humanity in terms of products and benefits in
general.
2. To ensure human beings’ security, health and the protection of the sanctity of life.
3. To develop the economy, welfare and quality of life for society and contribute to human
prosperity.
4. To protect the family as the basic unit of society and its harmony.
5. To help society to internalize religious beliefs, spirituals, values and commitment to
religious freedom.
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As we could see that in Muslim culture collective benefits are given a priority to individuals
and as a result, talents’ development is required to be guided towards that end.
Humanity
Society
Family
Individual
Individual Expected Role
Economy
Family
Minds
Society
Religion
Security
Areas of Performances (Talents) and Goals to Achieve
Recommendations
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With reference to the brief discussion of heredity vs. environment as well as the cultural
effect on giftedness, several recommendations might be of help to further improve for
better understanding of the concept of giftedness as well as help in facilitating a better
collaboration between world researchers and practitioners on giftedness. Some of these
recommendations are as follows:
1. Since it is impossible to reach global consensus on the definition of giftedness, it is
recommended to collaborate closely in order to understand each other cultures’ effects
on giftedness and work together to develop a more generic global model for talent
development characterized by flexibility and sensitivity to the different cultures.
2. Encourage world culture to give more attention to talent research and share knowledge
with other world researchers.
3. Encourage the publication of talent research in each country own language and
organize international conferences to present research reviews conducted in different
languages for sharing knowledge and practices.
4. Broaden the scope and areas of talents inside and outside the school to encompass
more specific talents which benefit societies and cater for unrecognized talents.
5. Create more awareness among education practitioners and families on talent
development and building their capacities on more of hands on and practical
applications to guide their practices.
6. More research is needed on environment and culture in relation to giftedness and
talent mainly with regards to eastern
cultures.
7. It is also recommended to investigate the impact of research and programs of
giftedness and talent on societies and humanity benefits.
References
AL-Hidabi, D. A., & AL-Jaji, R. M. (2012). Creativity in the Change square, Sana'a (in
Arabic). The Second Scientific Symbsium for Gifted and Talented Students. Sana'a Yemen.
Al-Hidabi, D. A., & AL-Jaji, R. M. (2012). The Motivating Enviroment for Innovation with a
Yameni Talented Group (in Arabic). The 9th Scientific Conference of Gifted and Talented
Students, 97-132.
Alkylani, M. A. (1990). Muslim Personality Components (in Arabic). Qater: Kitab Alummah.
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Alwan, A. N. (1992). Children Education in Islam (in Arabic). Dar Alsalam Publication.
Bevan-Brown. (2005). Providing a culturelly responsive environment for gifted Maori.
International Education Journal, 6(2), 150-155.
Bin A'shoor, M. A. (2004). Islamic Sharie'aa goals (in Arabic). Ministry of Endowment.
Feldhusen, J. (2002). Giftedness, Talent, Experties and Creative a Cheaivment. In R.
Sternberg, & J. Davidson , Conceptions of Giftedness.
Freeman, J. (2002). Permission to be gifted. In R. Sternberg, & J. Davidson, Conceptions of
Giftednss.
Gagne, F. (2004). A Differentiated Model of Giftedness and Talent. High Ability Studies,
15(2), 119-147.
Mathews, D. (2006). Refinments, Bridges and themes in our concepted Foundations.
Roeper Review, 282, 64-69.
Page, A. (2006). Weaving Education threads weaving education practice. Kairaranga,
7(2),11-15.
Persson, R. (2012). Cultural Variation and Dominance in a Globalised Knowledge-Economy:
Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness. Gifted and
Talented International, 27(1), 15-48.
Sligman. (2002). Good breading. Natural Review, 54(1), 53-54.
Subotnik, R.F; Oszewska-Kubilius; Worrell, F.C. (2011). Rethinking Giftedness and Gifted
Education A Proposed Direction Forward Based on Psychological Science. Psychological
Science in the Public Interset, 12(1), 3-54.
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Wong, M. (2013). Finding the lost treasure: a litruture review of defining and identifying gifted
and talented children in early childhood setting in Aotearoa New Zealand. School of
Education e-Journal, 1.
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