This comprehensive article delves into the theoretical and methodological foundations for identifying students' talents by synthesizing the pedagogical philosophies of prominent Eastern thinkers, including Al-Farabi, Ibn Sina (Avicenna), Confucius, Al-Ghazali, Ibn Khaldun, Rumi, Lao Tzu, and Mencius. Drawing from their insights on education, ethics, human potential, and societal harmony, the study constructs an integrated framework that emphasizes holistic development, moral cultivation, environmental influences, and intellectual inquiry as key elements in talent detection. Through an extensive literature review, comparative analysis of Eastern and Western approaches, and methodological synthesis, the research examines how these ancient perspectives address contemporary challenges in gifted education, such as cultural biases in assessment, under-identification in diverse populations, and the need for equitable, inclusive models. The analysis incorporates historical texts, modern interpretations, and cross-cultural comparisons to propose practical mechanisms like observational assessments, mentor-guided evaluations, community involvement, and ethical character profiling. Results highlight the enduring relevance of Eastern philosophies in fostering balanced talent identification, contrasting with Western cognitive-centric models by prioritizing relational, spiritual, and social dimensions. Key findings include enhanced methodological tools for educators, such as multi-faceted criteria that integrate innate abilities with nurtured virtues, and recommendations for policy integration in global education systems. This expanded exploration underscores the potential for culturally adaptive frameworks to promote innovation, equity, and sustainable human development in an increasingly interconnected world, addressing gaps in current practices and paving the way for interdisciplinary advancements in pedagogy.

eastern thinkers, pedagogical views, talent identification, gifted education, Al-Farabi, Ibn Sina, Confucius, Al-Ghazali, Ibn Khaldun, Rumi, Lao Tzu, Mencius, holistic development, ethical cultivation, methodological frameworks, comparative education, cultural biases, moral education, intellectual harmony, environmental influences, cross-cultural analysis, equitable assessment

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