Gifted Minds and Cultural Differences: Facts vs. Values

  • David A. White


The guiding theme of this chapter follows David Hume's split between facts (“is”) and values (“ought”). A program of analytical investigation is described, its purpose to allow gifted minds to see how values differ between and among cultures, especially “mainstream” American values in relation to selected non-American values. The argument is that if this program is followed, students will develop receptive dispositions – encompassing recognition, understanding, and appreciation – toward ethical values differing from their own. If acted upon, these dispositions enhance the tendency to accommodate, rather than be threatened by, culturally diverse values.


Gifted Student Experiential Framework Full Context Resident Culture Affected Touch 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Gardner, H. (1997). Extraordinary minds. New York: Basic Books.Google Scholar
  2. Howe, J.A. (1999). The psychology of high abilities. New York: New York University Press.Google Scholar
  3. Janos, P. & Robinson, N. (1985). Psychosocial development in intellectually gifted children. In F.D. Horowitz & M. O'Brien (Eds), The gifted and talented developmental perspectives (pp. 37–74). Washington, DC: American Psychological Association.Google Scholar
  4. Sternberg, R. (1997). A triarchic view of giftedness: theory and practice. In N. Colangelo & G. Davis (Eds), Handbook of gifted education. 2nd. Ed. (pp. 43–53). Boston, MA: Allyn and Bacon.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Philosophy DepartmentDePaul UniversityChicagoUSA

Personalised recommendations