In this paper, I argue that, when one subjects the field of gifted education to critical appraisal, the most important finding that emerges is a sense that the field is increasingly irrelevant in the educational scheme of things. At a time when education is a major topic in the discourse of the nation and when fundamental issues of educational philosophy and practice are being raised, our field has been largely marginal. Instead of asking the questions that are and ought to be basic to our field, we have left that task to others, contenting ourselves instead with defending gifted programs as if they were an end, not a means to an end. I develop this argument in the context of a number of fundamental questions that bear on the theory and practice of educating gifted students, questions that have, for the most part, been raised by individuals outside the field of gifted education.
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