Profound disagreements abound within most academic fields, including gifted education. Practitioners and scholars in the field of gifted education can become trapped within competing sets of implicit assumptions about the nature of intelligence, giftedness, creativity, and talent. Many arguments in this field, or in any academic field for that matter, arise from the incompatibility of philosophical assumptions held by differing groups of professionals. These assumptions are framed by several competing philosophical world views, which are based on a set of world hypotheses articulated by philosopher Stephen Pepper and elaborated by others since. World views are deep-rooted metaphors that guide our assumptions about the nature of reality. For example, some theorists denigrate the notion that a gifted person's intelligence can be captured by an IQ score, ...

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