This epilogue draws general conclusions regarding the role of nature and nurture in the development of exceptional competence. Then, implications of the nature-nurture debate and research on gifted education are discussed in terms of 2 alternative paradigms: the gifted-child paradigm and the talent-development paradigm. More specifically, we attempt to elucidate how ideas expressed in preceding articles reinforce a talent-development orientation along 5 major dimensions of gifted education: (a) programming, (b) identification, (c) curriculum, (d) teaching, and (e) counseling.
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