
Contents
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Introduction Introduction
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Conceptions of Giftedness in the Confucian-heritage Cultures Conceptions of Giftedness in the Confucian-heritage Cultures
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Giftedness in China Giftedness in China
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Hong Kong and three “tiers” of giftedness Hong Kong and three “tiers” of giftedness
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Giftedness in Taiwan Giftedness in Taiwan
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Being gifted in Japan Being gifted in Japan
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Giftedness in South Korea Giftedness in South Korea
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The Recognition and Identification of Giftedness The Recognition and Identification of Giftedness
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Identification of giftedness in China Identification of giftedness in China
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Intellectual, academic and creative giftedness in Hong Kong Intellectual, academic and creative giftedness in Hong Kong
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Intellectually gifted and talented in Taiwan Intellectually gifted and talented in Taiwan
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Recognition of giftedness in Japan Recognition of giftedness in Japan
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Identification of giftedness in South Korea Identification of giftedness in South Korea
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The Affective Needs of Gifted Students The Affective Needs of Gifted Students
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Asynchronous development Asynchronous development
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Are gifted students emotionally stable? Are gifted students emotionally stable?
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Social asynchrony Social asynchrony
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Overexcitabilities Overexcitabilities
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Perfectionism Perfectionism
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The effect of “labeling” The effect of “labeling”
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The special needs of gifted students in China The special needs of gifted students in China
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The special needs of the gifted in Hong Kong The special needs of the gifted in Hong Kong
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The intellectual development of gifted students in Taiwan The intellectual development of gifted students in Taiwan
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The special needs of gifted students in South Korea and Japan The special needs of gifted students in South Korea and Japan
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Challenges in Classrooms from the Confucian-heritage Cultures Challenges in Classrooms from the Confucian-heritage Cultures
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Classroom challenges facing gifted education in China Classroom challenges facing gifted education in China
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Classroom challenges facing gifted education in Hong Kong Classroom challenges facing gifted education in Hong Kong
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Classroom challenges facing gifted education in Taiwan, Japan and South Korea Classroom challenges facing gifted education in Taiwan, Japan and South Korea
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Underachieving Gifted Students in the Confucian-heritage Cultures Underachieving Gifted Students in the Confucian-heritage Cultures
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Reasons for the underachievement of gifted students in both Western and Chinese classrooms Reasons for the underachievement of gifted students in both Western and Chinese classrooms
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Teachers’ perceptions of gifted education Teachers’ perceptions of gifted education
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Avoiding underachievement in the academically gifted child Avoiding underachievement in the academically gifted child
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Classroom Provision for Gifted Students Classroom Provision for Gifted Students
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Classroom strategies in China Classroom strategies in China
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Classroom strategies in Hong Kong Classroom strategies in Hong Kong
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Classroom strategies in Taiwan, Japan and South Korea Classroom strategies in Taiwan, Japan and South Korea
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Evaluating the Success of Programs for Gifted Students Evaluating the Success of Programs for Gifted Students
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Evaluating the success of programs in Hong Kong Evaluating the success of programs in Hong Kong
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Evaluating the success of programs in Taiwan and South Korea Evaluating the success of programs in Taiwan and South Korea
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The Moral Development of Gifted Students The Moral Development of Gifted Students
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Kohlberg's theory of moral reasoning Kohlberg's theory of moral reasoning
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Criticisms of and extensions to Kohlberg's model Criticisms of and extensions to Kohlberg's model
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Gifted students and moral thinking Gifted students and moral thinking
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An Overview of Specific Academic Subjects An Overview of Specific Academic Subjects
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Gifted education in languages Gifted education in languages
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Gifted education in mathematics Gifted education in mathematics
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Gifted education and the development of skills in information and communication technology Gifted education and the development of skills in information and communication technology
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Gifted education in the arts Gifted education in the arts
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Summary Summary
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Points for Discussion and Learning Activities Points for Discussion and Learning Activities
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Glossary Glossary
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References References
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Further Reading Further Reading
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Journals Journals
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Useful Websites Useful Websites
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7 Giftedness within the Confucian-heritage Cultures
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Published:October 2007
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Abstract
The focus of this chapter is gifted education in several countries and regions with a Confucian-heritage culture (CHC), namely China, Hong Kong, Taiwan, Japan and South Korea. With the growing awareness of the specific educational needs of gifted students in these countries, Western conceptions of giftedness commonly provide the theoretical basis for the education of gifted students. There is a growing understanding, however, that the conception of giftedness and gifted education must be specific to the culture concerned if it is to be implemented successfully. Countries with a CHC and those in the West differ not only in terms of the conceptions of giftedness, but in the philosophical basis and implementation of education, thus making it necessary to describe a CHC perspective on gifted education. However, it is also true that there are important differences between CHC countries, which sometimes make it difficult to generalize.
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