NEURODIVERGENCE OR GENIUS? HOW MODERN SCIENCE VIEWS HUMAN LIMITATIONS AND ABILITIES
DOI:
https://doi.org/10.56238/revgeov17n3-117Keywords:
Neurodivergence, Giftedness, Neuroplasticity, Multiple Intelligences, ADHD, Dyslexia, Autism Spectrum, High Abilities, Neurolearning, Evidence-Based EducationAbstract
The distinction between neurodivergence and giftedness has historically been treated as a mutually exclusive dichotomy — either the individual presents an atypical condition that limits them, or they manifest exceptional capacity that distinguishes them. Contemporary neuroscience, however, accumulates evidence challenging this binary with growing empirical precision. This article presents a systematic review of scientific literature produced between 2000 and 2025, encompassing 214 studies indexed in PubMed, Web of Science, Scopus, and PsycINFO, with the objective of examining how modern science understands the relationship between atypical cognitive profiles — including ADHD, dyslexia, Autism Spectrum Disorder (ASD), and giftedness — and the development of exceptional capacities. Synthesis results indicate that: (a) neurodivergent cognitive profiles present distinct configurations of strengths and limitations that are not inverse mirrors of each other; (b) neuroplasticity, documented throughout the lifespan, preserves developmental potential regardless of diagnostic profile; (c) the pedagogical environment — especially teacher expectations and instructional quality — is the most impactful variable in the expression or suppression of cognitive potential; and (d) multidimensional models of intelligence provide more ecologically valid frameworks for understanding and developing human capacities than the classical unifactorial model. It is concluded that the scientifically relevant question is not "is this student neurodivergent or gifted?", but "in what neurological architecture does this student operate, and what conditions allow their potential to fully express itself?".
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