In their commentary, from the very start, the authors welcome the opportunity to face the inefficacy of the currently existing educational paradigm gifted people. For many years, they have verified and supported the difficulties of a paradigm whose philosophy and anthropological foundation are incapable of guaranteeing the promotion and development of gifted people's potential. It is now urgent to review, as the author has done, the results of an educational practice and a traditional research that have not met the experts' expectations (Lipsey & Wilson, 1993). This proposal is timely because gifted people's education should be in tune with education in general, the paradigm of which (institutional, administrative, instructional and personal) has given way to the new paradigm of inclusive education (Banathy, 1984), and it should somehow reflect their coincidence, especially with regard to their common roots, goals, and guidelines. Besides being timely, this proposal is also necessary because, from this perspective, gifted people's results and the trust placed in the people who may one day be the social, scientific, and political leaders of society would not only improve, but the gifted people would also benefit by achieving a more realistic personal self-image and, especially, by developing their whole potential. The author provides a concrete model of the systemic approach, which is original, novel and useful, because it serves as a referent both when designing new approaches to the gifted person's education and to diverse research projects. Summing up, the authors believe that the author's proposal is timely, necessary and useful, and could guide and promote excellence in gifted people's education, provided that their autonomy is respected.