Abstract:

To establish a sound, state-led gifted and talented education system,it is essential to first address the issue of legitimacy. In the Republic of Korea,ongoing debates over the legitimacy of gifted and talented education center around three key dimensions:in terms of the attributes of talented individuals,it emphasizes the importance of recognizing the balance across talent domains,the diversity in levels of talent, and the dynamic nature of talent development, so as to accommodate the expanding connotation of giftedness;in terms of the identification and discovery of talented individuals,the response to debates concerning the right to education,identification tools,and the fundamental purpose of selection includes measures such as prioritizing education before selection,providing reasonable compensation for disadvantaged groups,emphasizing qualitative approaches to identification and discovery,and guiding the public toward a correct understanding of the function of gifted and talented education;in terms of providing targeted education and support,the approach involves addressing the differentiated developmental needs of gifted learners and offering compensatory support to disadvantaged talented individuals,thereby mitigating legitimacy concerns within the gifted population itself. In light of the experience of the Republic of Korea, China should improve its gifted and talented education system in three key aspects: by developing a sound conception of giftedness through a multidimensional understanding of talent;by shifting the focus from selection to education in order to establish a more reasonable approach to gifted and talented education;and by enhancing both compensatory and personalized support to advance the equity dimension of gifted and talented education.

Key words: gifted and talented education, legitimacy, advanced talented person, potential talented person, Republic of Korea