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Abstract

Notions of intelligence and giftedness should keep pace with current knowledge of quantum physics and what is known abut the nature of reality. There are three perspectives as to the nature of reality. Materialistic monism views the universe as being made up of only matter and energy. Dualism views the universe as being made up of matter and energy, as well as consciousness. Transcendental monism views the universe as being made up of consciousness. Currently, materialistic monism is the predominant view in our society and in education. This parochial perspective limits the research agenda and ultimately the ability to provide services to a wide range of gifted students. This article makes four recommendations in this regard.

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Caught by Our Dangling Paradigms: How Our Metaphysical Assumptions Influence Gifted Education

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