A. Ziegler and S. N. Phillipson draw upon the Actiotope Model of Giftedness (AMG) to give an overview of a systemic approach to gifted education. They argue the value of such a systemic approach for understanding the development of exceptionality. The reviewers certainly agree that the achievement of excellent performance is not only the result of individual abilities and efforts but also the collective support from interactive components within the system. Ziegler and Phillipson also point out weaknesses in key models and strategies established so far in gifted education. They certainly challenge the fundamentals of the current mode of nurturing giftedness. They hold that the development of exceptional achievement requires attention to students' needs "at an individual level," rather than group or class level. Given that gifted education should construct individualized learning pathways that focus on optimizing interactions between students and their environment, it seems to follow that the mode of educating gifted students should be reconceptualized. It may be that gifted students are not able to benefit fully from acceleration, enrichment and pull-out programs due to their often asynchronous development. Under a systemic approach, the focus needs to be on providing individualized learning opportunities for "all" children, rather than selection and placement of a few high ability children. "All" children need to develop their action repertoire through positive interactions with variables in their socio-cultural environment. Indeed, the expansion of action repertoire involves a matrix of interactions among environments in different domains. The theory underpinning AMG reminds educators to attend to students' all-round social-emotional development, not merely the cognitive and academic. To optimize students' achievement, students need to perceive connectedness to a network of sub-systems that stimulate and support them toward exceptional performance and talent development. The systemic approach contends that exceptionality grows where persons and their sub-systems interact and adapt continuously until equilibrium is reached. The application of the theory is not limited to academic pursuits only, and it is essential to expand students' subjective action space continuously in many domains. The ideal is obviously to provide students with individualized learning opportunities and to give them continual feedback. But the problem is how this ideal can be achieved for gifted students within the typical school context.