For most of this century, educators have debated the types of differentiated curriculum highly able students require in order to realize their contribution to self and society (Gallagher et al., 1969; Marland, 1971; Milne, 1979; Passow, 1958, 1979, 1985; Renzulli, 1982; Tannenbaum, 1979; Tomlinson, 1995; Ward, 1961). Wherein lies the inspiration for the kind of human endeavor that talent development and, ultimately, creative egression engender? This paper traces the rationale for the development of unique talents to the eminent philosopher William James (1902) and suggests a relationship between this highly personal process and the maturity of one's ethos, or ethical world view. Is one element of talent development, ethical behavior, to benefit humankind? If so, what types of curricular opportunities do we need to provide bright, talented children and youth to stretch their current boundaries, to challenge them as they need to be challenged, and to stimulate them to use their creativity productively to make their world a better place?
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