Radical changes in the world we share are a constant reminder that new ideas, definitions, and interpretations of global affairs are desperately needed. The study of the future places a major focus on the quality of life and the global environment as a recognized concern for all nations. The task of leadership in a rapidly changing, interactive global society requires new insights, new abilities for dealing with complex, dynamic systems, and higher levels of thinking that have the capacity to move from absolutes and polarities to the paradoxes of differences.

The purpose of peace for the global family has a particular relevance to the Seventh World Conference on Gifted and Talented Children. An assembly of representatives from all corners of the earth dedicated to expanding awareness of creative potential has an opportunity to identify with the role of leadership and its development. Definitions of leadership are changing. The world of technology and the communication age are bringing about new opportunities for the integration of global political, environmental, economic, and cultural differences. The emergence of new situations and qualities of leadership has resulted in redefinitions of the role. James McGregor Burns, author of a seminal work on leadership, suggests the trend towards a change from transactional leadership in a hierarchical system of power to transforming leadership, with leadership and followership working together to achieve a common purpose.

Although there are limits to many natural resources, there are no limits to learning and to the potential of leadership qualities in everyone. A participatory society depends on the development of higher level thinking processes along with humanistic talents and understanding to deal effectively with new challenges. These talents for leadership have a place in programs for all children, and especially for those children whose potential is of a higher order.

The question arises: Just what are those talents so critical for effective leadership in a global, futuristic society? A study which investigated that question discovered that the quality considered most important by a composite group of educationists, college students, and
business leaders is Creativity. Other findings suggest that talents perceived to be most crucial for leadership in a global future are not, in many cases, being presently addressed in school practices in the united states.

Research on the question of leadership talents necessary for a changing, futuristic planet, conducted among members of other political and cultural settings would help to better understand the issue in more global terms, and to act on those understandings.

Children whose time in history is bringing them into the role of planetary citizens of tomorrow can be helped to develop their creative potential and other talents that will help thiem to be aware of the realities and their responsibilities “beyond their region and beyond their time.”

James MacGregor Burns, winner of the Pulitzer Prize and National Book Award for his book on “LEADERSHIP”, may be among the foremost of authors examining the interaction of political, scientific, educational, and psychological forces that affect our times. His statement makes clear his purpose in its writing: “That people can be lifted into their better selves is the secret of transforming leadership and the moral and practical theme of this work.”

Read the original article as a PDF here.

A recent study (Bleedorn, 1985) added a persuasive argument for the development of creative potential if leadership is to function effectively in the near and distant future. The study is in the form of a doctoral dissertation for a major in Leadership and Human Behavior from the United States International University in San Diego. An analysis of the survey suggests that creativity is perceived by representative populations of society to be a top priority talent for leadership in the advancing global age.

Purpose of Study

The study was undertaken as the result of a disquieting impression that current global political, environmental, economic, social, and technological complexities call for a new variety of leadership for the earth. Further, there was a growing sense that if schooling is to prepare leadership and followership for future global tasks it is first necessary to predict the talents or qualities that would best accomplish those tasks. Andre Van Dam, editor of Olobal Futures Digest (1983) reminded readers that what is “urgently required leadership that takes us not only beyond our region, but also beyond our time.” Other readings from a variety of perspectives are echoing the same concern, and give an undeniable impetus to the purposes and design of the study.

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A Response to the Ideas of James Mac Gregor Burns

“May you live in interesting times” is said to be an ancient Chinese curse. In that sense,our period in history must rate among type most accursed. The balancing blessing is that philosophers and scientists, historians and writers are providing abundant substantive and comprehensive theory on the critical subject of leadership appropriate to these “interesting times”.

James MacGregor Burns, in his work on “Leadershjlp”, may be among the foremost of authors examining the interaction of political, scientific, and psychological forces that affect our times. His focus is on human growth and development towards the end which, in his words, is the purpose of his writing: “That people can be lifted into their better selves-the secret of transforming leadership and the moral and practical theme of this work.”

Read the original article as a PDF here.

John Gardner, well-known author of Excellence and Self-Renewal and respected political and social analyst, adds to his former writings the dimensions of urgency and action in his more recent publication under the title, Morale.

Published in 1978, the book adds his significant voice to the national leadership calling for support in the transition to new levels of growth in humanness and mutuality. Although the focus of his text is on the United States as an arena of changing values, the extensions to global applications are implicit throughout and often stated. His emphasis on the need for individual human growth toward excellence as prerequisite to responsible social change is a familiar theme to readers of the literature in the emerging academic discipline of Future Studies. In many fields of human transaction-business, education, science, and human services, etc. &emdash; solutions to problems intrinsic to a rapidly changing technological world look to the growth of human consciousness as the key to personal and social transformation. (Ferguson, 1979) (Toffler, 1980) (Pascarella, 1981) (Harmon, 1976)

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How has the perception of giftedness changed throughout history?

Was the gifted cave-child perceived as potentially the greatest hunter, the greatest story-teller, the greatest healer?  Prehistoric society required such gifts.

During the Golden Age of Greece, criteria for giftedness might have included logical thinking, effective speaking, grace, and refinement.

At the beginning of this century, most schools recognized as superior those students who memorized and recited long passages with clarity and expression, “ciphered” correctly, wrote numbers in nice straight columns, ranked at the top of their class, and obeyed the rules.

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