Lack of theoretical coherence in the field of gifted education has given rise to multiple attempts at a grand unification, including most recently the work of Subotnik, Olszewski-Kubilius, and Worrell (2011). The authors argue that the incoherence is an inevitable consequence of the fundamental incompatibility of theoretical and definitional features desired by psychologists and educators. Our field could best progress by splitting into the two related but distinct disciplines of high-ability psychology and advanced academics. Furthermore, the prospective adoption of Subotnik et al.'s eminence framework as an organizational principle for either advanced academics or high-ability psychology is criticized.