Although I am a specialist in the curricula and methods of teaching the gifted, I often find myself unable to clearly answer the question of who is gifted? Although this question seems at first glance to be self-evident and can be answered spontaneously and without the need for deep thinking, especially by those who are supposed to be specialists in this field, I find it to be one of the most complex questions. The source of this complexity is that the answer is not one, and often depends on the type of questioner and the purpose of the question. On the other hand, it has been scientifically proven that the psychological, social, personal, and mental characteristics of the gifted are not specific and overlapping, and cannot all be found in specific individuals who win the title of gifted (Aljughaiman, 2002). This does not mean that distinguishing the gifted is impossible, but I say that the matter is not as easy as many people imagine. Modern trends in looking at giftedness as a behavior and not an absolute characteristic that a particular individual possesses. In a more precise sense, it is better educationally to talk about a specific behavior as an indication of giftedness in a specific field rather than describing the person himself as gifted or otherwise. Perhaps in this article I will only talk briefly about the most prominent theoretical foundations of talent, and I will leave the discussion of some of the personal, psychological and mental characteristics that have been observed and found to be frequently repeated among many of those who have shown behaviour characterised by talent in other articles, God willing.

Fuzzy definition or a combination that requires precision There are modern foundations and theories that have been reached by researchers in the field of talent and intellectual superiority in response to the urgent need to cover the deficit and shortcomings in distinguishing the talented from others resulting from the restriction to the use of objective measures and tests such as intelligence, creativity and abilities tests. These theories may not give a specific answer about the existence of a high level of talent or not, but they provide a practical framework and basic rules through which the nature of talent, its types and divisions are understood in general, not in particular, and in light of broad outlines without detail. Perhaps I will start with Renzulli's theory (1986), which came into existence by Renzulli and his research team after long studies of large numbers of individuals with profound positive contributions to society. This theory was called the Three-Ring Model, which is a qualitative leap in the field of distinguishing the talented and thus a qualitative leap in the type of programs that can be provided to them. This theory assumes that the behavior characterized by talent is the result of the availability of three characteristics in the individual. These characteristics are: above average ability in a specific area, a high level of creativity, and a high level of persistence and commitment to performing a specific task (Task Commitment/Motivation). Individuals who exhibit talented behavior usually have the ability to combine these three characteristics and activate them to produce an impressive result in one of the areas that benefit humanity.    

  This perception of the nature of talent shifts the view of it from being a mental or physical gift that is distinguished by limited individuals who are able, thanks to this talent, to achieving successes appropriate to their abilities, to the fact that talent, whether mental or physical, needs special care and attention to be properly invested to the maximum possible extent. Having high abilities in a particular field is not enough to achieve excellence. There must be creative abilities that can be developed through programs to develop thinking and creativity. In addition, an experienced educator can keep the motivation to work and achieve high. Perhaps one of the most important things that can be concluded from this theory is that there are students in our classrooms and children in our homes who are viewed as having limited abilities or insignificant achievements. They are in fact people with multiple talents that lack the touch of a mature educator to bring these talents into existence so that they can take off and light up the sky of the nation with countless achievements.