Assessing the arguments against gifted education: Rejoinder to Robin Small

The case for special programs for children with exceptional abilities can only benefit from separating good arguments from bad ones. I attempt here to distinguish what is valuable in Miraca Grossʹs case for gifted education from what fails to stand up to closer examination. In particular, I argue that talent is not a ʹnational resourceʹ, and that educational programs for children should aim at their interest, not other peopleʹs. The best argument here is the simplest and most straightforward one: children should be given what they need, and they need opportunities to develop whatever talents they have.