For anyone who puts pen to paper, there can be no greater compliment than when someone reads your work, except when that person then takes the time to think about it and respond. As part of this special issue, almost 50 people took the time to engage on the topic of equity in gifted education and respond to the ideas I offered (see Peters, 2022). It was a gift that left me humbled. Because of the number of commentaries and range of ideas offered, my goal in this final paper was not to respond or react to them individually. Instead, I printed them all out, spread them across the floor of my office, and tried to find areas of agreement that might help the field move forward. As many gifted education scholars and practitioners have long lamented, the existence of disproportional representation within gifted and talented programs has gone on for too long and the time has come for bold, collective action. Although they covered a range of topics, in reading through the commentaries, there appeared to be two broad areas in which most of authors agree:

中文翻译：

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天才教育何去何从：混乱还是社区？

对于任何用笔写在纸上的人来说，没有什么比有人阅读你的作品更能得到赞美的了，除非那个人花时间思考并做出回应。作为本期特刊的一部分，近 50 人花时间讨论了天才教育中的公平这一话题，并对我提出的想法做出了回应（见彼得斯，2022 年）。这是一份让我感到谦卑的礼物。由于评论的数量和提供的想法的范围，我在最后一篇论文中的目标不是单独回应或回应它们。相反，我将它们全部打印出来，将它们散布在办公室的地板上，并试图找到可能有助于该领域向前发展的共识领域。正如许多天才教育学者和实践者早就感叹的那样，天才和才华横溢的项目中存在的不成比例的代表性已经持续了太久，现在是采取大胆集体行动的时候了。尽管它们涵盖了一系列主题，但在阅读评论时，似乎有两个广泛的领域大多数作者都同意：