21 March 2025
The complexity of morality and giftedness
Giftedness is often associated with exceptional intellectual abilities, creativity, and achievements. But what about morality? Do gifted individuals have different moral insights or responsibilities? In this article, we explore the connection between morality and giftedness, and the lessons (young) gifted adults can draw from it.
What is morality?
Morality encompasses the values and norms that define what we consider good or bad. It involves making choices that are fair, just, and ethically sound. According to Freeman (2009), morality is highly context-dependent and culturally shaped. What is deemed moral in one culture may be interpreted differently in another.
Moreover, morality is complex and multifaceted. It involves not only rational deliberation but also emotional sensitivity, empathy, and the motivation to act ethically. Giftedness can influence these aspects, but the relationship between intellect and morality is not as straightforward as it may seem.
Giftedness and moral reasoning
Research shows that gifted adolescents tend to score higher on tests of moral reasoning, such as the Defining Issues Test (DIT), which measures the complexity of moral thought (Tirri, 2009). This suggests they are often better equipped to approach moral dilemmas from an abstract or post-conventional perspective. While their peers may focus on following rules simply because “that’s how it’s done,” gifted youth are more likely to consider universal principles and question what is most just for everyone. This cognitive ability gives them an advantage in analyzing moral issues, but intellect alone is not sufficient. Freeman (2009) emphasizes that the capacity for in-depth moral analysis does not automatically translate to moral behavior. Morality is a complex interplay of factors, including empathy, social skills, and practical experience.
A crucial aspect of morality is moral sensitivity, or the ability to recognize how our actions affect others. Tirri (2009) describes this as a combination of empathy, the ability to understand another person’s perspective, and an awareness of social consequences. Gifted individuals often score highly in these areas, but the extent to which they apply this sensitivity in practice can vary significantly. For example, in a study by Tirri and Pehkonen (2002), gifted teenagers were presented with a scientific dilemma, such as conducting archaeological research in sacred graves. Some prioritized scientific progress, while others considered cultural and religious values. This variation demonstrates that moral sensitivity can manifest in different ways, shaped by personal beliefs and priorities.
Gifted individuals also bear a unique ethical responsibility due to their often above-average influence on their surroundings. Ambrose (2009) argues that gifted individuals possess talents that can be used either positively or negatively, underscoring the importance of ethical education and guidance. Talent without ethical awareness can lead to harmful behavior, whereas a strong moral compass paves the way for positive contributions to society. Gifted individuals, who often occupy prominent roles in leadership, science, or other influential fields, have a heightened responsibility to use their influence constructively. Ambrose warns that a lack of ethical direction can harm not only the individual but also society as a whole. Therefore, ethical awareness must be actively nurtured, with a balanced focus on intellectual growth and moral development. Gifted individuals should be encouraged to look beyond personal ambition and strive for the greater good.
Creativity plays an ambiguous role in this context. Runco (2009) highlights that creativity opens up new possibilities for moral choices but can also lead to immoral behavior if not guided by a strong ethical compass. Ambrose (2009) adds that while creativity serves as a foundation for innovative solutions, it can also encourage destructive decisions when ethical boundaries are crossed. For gifted individuals with a strong creative drive, it is therefore essential to develop not only cognitive skills but also an empathetic and reflective mindset. Only then can creativity be harnessed for constructive purposes. Historical examples demonstrate how creative brilliance has led to both significant progress and destructive outcomes. This underscores the importance of fostering moral awareness in gifted individuals—not just as a necessity, but as a responsibility that must not be overlooked.
Myths and facts about morality and giftedness
A persistent myth is that gifted individuals automatically possess a higher sense of morality. This assumption stems from historical stereotypes, such as the image of the visionary thinker who always acts in humanity's best interest. However, scientific evidence does not support this idea. As Freeman (2009) emphasizes, “There is no direct correlation between a high IQ and moral behavior in everyday life.” Gifted individuals are just as prone to moral challenges as anyone else and are equally capable of both failing and excelling. While some gifted individuals use their abilities to tackle ethical issues and contribute to the greater good, others may leverage their intellect for personal gain or even destructive purposes.
Another perspective is that gifted individuals are sometimes seen as more morally vulnerable. Frustration, boredom, or a lack of challenge can lead to risky behaviors, particularly when their talents are not utilized in a constructive environment. This may manifest as rebellion against social norms or even unethical behaviors, such as manipulation or selfish choices. However, research shows that such cases are often exceptions. As Ambrose (2009) highlights, the key lies in providing a supportive environment where gifted individuals can develop their moral and emotional capacities alongside their intellectual growth. The importance of role models, ethical guidance, and a stimulating context cannot be overstated in helping gifted individuals channel their talents responsibly and positively.
What does this mean for you as a gifted individual?
As a gifted (young) adult, this knowledge can help you become more conscious of your own morality. Here are some practical tips:
- Develop moral sensitivity: Reflect on how your actions impact others. Try to empathize with different perspectives.
- Combine intellect with empathy: Use your analytical skills not just to understand problems but to create solutions that respect the feelings and values of others.
- Learn through experience: Morality isn’t just theoretical. It’s shaped by your choices and actions in real life. Seek experiences that challenge you to think about ethical dilemmas.
- Be kind to yourself: Making mistakes is normal. Morality is a process of growth and learning, not a fixed trait.
Conclusion
Morality and giftedness are complex and intertwined, but not always in predictable ways. While gifted individuals often have the intellectual capacity to deeply analyze morality, true moral leadership requires more. It calls for empathy, sensitivity, and a willingness to take responsibility.
So, use your gifts not only to excel but also to make a positive impact on the world around you. Morality is not about what you know, but what you do—and how you do it.
References
Ambrose, D., & Cross, T. L. (2009). Morality, ethics, and gifted minds. Springer Science+Business Media.
Freeman, J. (2009). Gifted lives: What happens when gifted children grow up?. Routledge.
Runco, M. A. (2009). The continuous nature of moral creativity. In D. Ambrose & T. L. Cross (Eds.), Morality, ethics, and gifted minds (pp. 105–116). Springer Science+Business Media.
Tirri, K. (2009). Ethical sensitivity and giftedness. In L. Shavinina (Ed.), International handbook on giftedness (pp. 601–612). Springer.
Copyright © 2025 Dr. Sabine Sypré – All rights reserved. No part of this article may be reproduced in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Sharing online is permitted provided the author is credited and a link to this article is included.
