Giftedness and Responsibility in Speech: Rhetorical and Homiletic Dimensions

- Milenina, M.M. (orcid.org/0000-0002-7320-3453) and Fluhrant, Serhii (orcid.org/0009-0006-9814-2550) (2025) Giftedness and Responsibility in Speech: Rhetorical and Homiletic Dimensions Education and Development of Gifted Personality, 4 (99). pp. 70-76. ISSN 2309-3935

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Abstract

In contemporary educational contexts, verbal giftedness is often reduced to linguistic profi ciency, fl uency, or rhetorical eff ectiveness, while its ethical and meaning-oriented dimensions remain insuffi ciently examined. Specifi cally, this article proposes a reconceptualization of verbal giftedness through the prism of responsibility in speech, which, following the theoretical frameworks of R. Sternberg and J. Habermas, is understood as an intrinsic criterion of mature verbal development rather than merely an external moral supplement. Drawing on contemporary theories of giftedness and talent development, rhetorical theory, and homiletic-hermeneutic approaches, the study conceptualizes verbal giftedness as a multidimensional capacity integrating cognitive structure, discursive competence, and ethical accountability. The analysis demonstrates that mature verbal giftedness emerges not merely through expressive ability, but through ordered thinking, interpretative fi delity, and awareness of the social and ethical consequences of speech. Rhetoric and homiletics are examined as complementary models of responsible speech: rhetoric disciplines verbal expression through argumentation, coherence, and audience orientation, while homiletics emphasizes interpretative responsibility, contextual sensitivity, and answerability to meaning. On this basis, the article proposes an integrative model of verbal giftedness in which responsibility in speech functions both as the medium of realization and as the criterion of maturity. Consequently, the fi ndings have signifi cant implications for gifted education, suggesting – in the light of the concepts developed by J. Renzulli, D. Kuhn, and D. Dai – a shift from performance-oriented assessments toward pedagogical practices that cultivate structured thinking, interpretative discipline, and ethical awareness in communication.

Item Type:	Article
Keywords:	verbal giftedness; responsible speech; rhetoric; homiletics; meaning making; discourse competence; ethical dimensions of communication; gifted education.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.5 Виховання та освіта обдарованих дітей, вундеркіндів. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 8 Language. Linguistics. Literature
Divisions:	Institute of the gifted child > Gifted Personality Intellectual Development Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	30 Jan 2026 11:33
Last Modified:	30 Jan 2026 11:33
URI:	https://lib.iitta.gov.ua/id/eprint/748305

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