In their introduction to the idea of a systems approach to understanding talent and giftedness, Ziegler and Phillipson broach the larger issue of the positivistic or mechanistic mindset to knowing and understanding that pervades much of what is called educational research. This worthy tactic brings to light the need to move away from the status quo of accepted research approaches toward something a bit different. No argument from the author on this point. However, the author feels Ziegler and Phillipson begin a complicated conversation that might lead to a more ecologic view of giftedness and talent development; but, the approach is not paradigmatic in any of the myriad ways Kuhn (1970) defined the term. For instance, the discussion about the subjective action space of the actiotope model honors the choices individuals have in their development (both witting and unwitting). The author feels this construct makes space for discussion and focus on the developing Self of the individual as a contributing factor to development. This is hardly paradigmatic in scope, yet important to gaining broader awareness about development, motivation, wisdom and the like. The author agrees that a paradigm shift needs to occur. Keeping the conversation going is one approach; yet, not quite enough from his perspective. The author contends that Ziegler and Phillipson leave out an important component of the entire system--the gifted themselves. They need a voice in the conversation, too.