Giftedness e contesti secondo una prospettiva pedagogica
The educational literature describes the talent and intellectual giftedness as the result of specific inclinations of an individual and the resources made available by the context in which the individual himself is formed and learns (Sansuini, 1997). Starting from an analysis of the traditional models on intellectual giftedness, anchored to a psychometric vision of intelligence and giftedness, the
article describes the Renzulli model (1977, 1994), the Monk’s Triadic interdependence Model (1985) and the Differentiated model of intellectual giftedness and talent for Gagné (1993, 2009), which on one hand proposes a definition of intellectual giftedness and on the other emphasizes the importance
of environmental variables in his manifestation and development. The contribution proposes, therefore, an excursus of some of the main descriptive models of talent, a reading from the socio-cultural perspective of the giftedness, paying particular attention to the role of the context in the development of Giftedness. To this end, the main theme will be an exploration of education
and self-fulfilment needs of the person, in their inseparable relationship with the territory of belonging and, therefore, with cultural models and government policy.