As an alternative to the current paradigm of gifted education, Ziegler and Phillipson proposed a systemic approach and argued that factors in the current mechanistic model of giftedness are not good predictors for exceptionality. They pinpointed that a single factor identified as an indicator of giftedness, ineffective measures, inappropriate context, and over-reliance on products make it futile to maneuver appropriate educational practices for gifted population. Their perspectives have raised some important issues in understanding the theoretical framework of gifted education. Nonetheless, the systemic approach offers a comprehensive perspective of giftedness. Overall, the systemic approach to giftedness seems to share more commonalities than differences with the mechanistic perspective, and its critical feature--accounting for components of giftedness by approaching the wholeness--has not been explicitly presented. It is not clear if the "system(s)" is an appropriate term or it is always possible to separate elements from their systems. Nonetheless, individuals' active involvement in developing giftedness and recognition of various modes of outstanding behaviors within the system are the noticeable features of this proposed model. It is also promising that persons within the system are committed to their gifted actions, which would be changeable via interactions with environments. Hopefully, the systemic approach would be instrumental in stimulating diverse forms of giftedness, often unrecognized by traditional approaches, and producing gifted behaviors conducive to the society as well.