disabilities, or differences that make it difficult for them to demonstrate
their potential on traditional identification measures of talented and
gifted.
The Changing Nature of Giftedness
Giftedness may be considered a set of qualities or “potentials” that
can be recognized and developed in children, not a mere label assigned
to a lucky few (Dunn, Dunn, & Treffinger, 1992). Based on this under-
standing and acceptance of the nature of giftedness, the conceptual
frameworks for Bright IDEA center on the supportive work regarding the
development or nurturing of intelligences and intelligent behaviors
(HOM) in all children. Transforming the traditional perspective of fixed
and unchangeable intelligence into a 21st century research-based per-
spective that intelligence is flexible and subject to great changes both up
and down, depending on kinds of stimulation the brain receives from its
environment, is one of the most powerful liberating forces to influence the
restructuring of education, schools, and society (Costa, 2000).
Howard Gardner believes that there are many ways of knowing, learn-
ing, and expressing knowledge, and these intelligences can be nurtured
in all human beings (Gardner, 1993). He believes with proper mediation
and experience, everyone (beginning in the earliest stages of childhood
and throughout life) continues to develop the intelligences, thus improv-
ing the quality of one’s life. Therefore, a new definition of intelligence
centered on robust habits of mind (intelligent behaviors) that defines spe-
cific thinking processes and knowledge structures is needed so that
through a person’s efforts, intelligence and performance grow incremen-
tally (Costa & Kallick, 2000). Students can be taught cognitive strategies
and effort-based beliefs through habits of mind. The curriculum must
associate higher-order learning that requires students to pose questions,
accept challenges, find solutions not immediately apparent, explain con-
cepts, justify their reasoning, and seek knowledge. In that way, students are
held accountable for the development of intelligent behaviors.
Project Bright IDEA 2 was designed as a transformational model by
nurturing the potential and developing talent in students in regular K–2
classrooms and with a major goal to change the dispositions of teachers to
Habits of Mind in North Carolina 321