Roland S. Persson's (2012a) article addresses a concern that many educators have stressed in their theoretical models, namely the importance of the interaction between the individual and the environment, and the impact of culture on not only values and beliefs, but on behaviour. As Persson (2012a) points out these models all have merit, but he said and the author agrees it is important to realise no matter how marketable these models may be globally, they cannot be used and applied without taking into consideration the varying cultural patterns if they are to be used in cultures outside of the cultural origin of the model. Persson (2012a) states that the prospect of arriving at one all-inclusive and universal theory of giftedness is bleak, and the author applauds the fact that there are many and varied theories and models on how to understand giftedness and to provide programs to further develop the talents of the students. She agrees with Persson (2012a) that the void of universal consensus can be viewed as a blessing in that it can facilitate the development of theoretical models of giftedness which can be sensitive to the myriad of cultures in the global world. According to her, "one positive impact of the World Council for Gifted and Talented Children (WCGT) and the International Centre for Innovation in Education (ICIE) is the opportunity they provide for participants to meet with scholars and practitioners in psychology and education from many different countries to discuss theories, research, and research methods and practices. ICIE has led the way to broaden these dialogues with other fields of study which has resulted in serious discussion of what Persson (2012a) calls Western taken-for-granted assumptions about the needs and characteristics of gifted children and youth and their education. These discussions stimulate global interaction and global projects in theory and curriculum development." Persson's (2012a) suggestion that mindset and habits, research skills, self-knowledge and cultural competence become a focus to build creditability in gifted science with a World perspective represents a promising step. The author finds the article enlightening and timely, and it can represent a catalyst for charting a path to research validity in the field of gifted education.