Asia, Gifted Education

Giftedness in Asia

To understand giftedness in Asia, it is essential to grasp fundamental differences between Eastern and Western philosophies concerning ability. In Western societies, genetics is largely viewed as the dominating force in latent ability. Although environmental factors are acknowledged and the nature/nurture debate remains ongoing, parents generally believe that their children are born with a predetermined predisposition to certain kinds and levels of ability. Their job is to identify and develop their children's innate aptitude.

[Page 58]This is not the case in Asian societies. Asians view environmental forces as dominant, and they generally believe that all children are born with similar potential but with different rates of development. Therefore, the prevailing view is that with hard work, anything is possible. Though the strength of this belief varies across and within Asian countries, common parental and educational practices reflect this mindset. As a result, Asian parents and teachers approach the identification and development of children's abilities quite differently from their Western counterparts. For instance, there has been little emphasis on early identification. Gifted Asian children are often identified later than their Western counterparts.

Further, until quite recently, equity was largely a concern of Western countries. Streaming has been the norm in much of Asia for generations. The difference among societies is the age at which streaming begins and the levels at which it is maintained. Ability grouping, special classes, and elite schools have a long history. In other ways, though, Asian programs are similar because most have adapted Western models according to their own sociocultural and political contexts. However, the way in which education is funded and the goals of education differ from Western contexts. Among Asian countries, there are sharp divides between developed and developing nations.

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