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 describesthe 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 variablesin his manifestation and development. The contribution proposes, therefore, an excursus ofsome 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