До питання про місце та роль обдарованої особистості в європейській педагогіці
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Розглядаються погляди на обдарованість та обдаровану особистість крізь призму віків, здатність індивідуумів до творчості, зв'язок між творчістю й інтелектуальними здібностями особистості. Порушено дискусійне питання традиційних ВНЗ європейських країн та створення спеціалізованих навчальних закладів для освіти обдарованих дітей і студентської молоді, відбір до них дітей не за соціальним станом, а на основі їх природніх здібностей, організація навчального процесу на основі принципів індивідуалізації й диференціації, створення фондів, що працюють за спеціальними програмами, сприяють підтримці й навчанню обдарованих і талановитих та є незалежними при виборі претендентів від економічних і соціальних аспектів, політичних переконань, світогляду, конфесії та статі.
Introduction. There were attempts to concern the issue of genius for a very long time, however only in the XX century it became possible to research on this issue due to foundations of the Bologna process that allowed the European countries to collaborate and exchange experience. Over the centuries, philosophers, psychologists and educators were trying to find the principles of giftedness. The debates continue even today. Teachers approach to this issue is based on considering a talented personality that has higher level of mental development and is able to generate new, non-standard ideas and solutions. Analysis of relevant research. National educators, such as I. S. Voloshchuk, L. A. Vitanchuk, B. Skoromovskyi, as well as foreign scholars O. Graumann, W. Stern, R. Hallmann, C. Götze, et al. concerned the issue of giftedness. They determined such aspects as the definition of the concept of "talent" and "abilities". And later Terman tried to identify this phenomenon with the help of tests on intelligence. W. Stern, R. Hallmann, C. Götze, O. Graumann supported democratic and social pedagogy and highlighted the equality of all persons according to the right of visiting schools for gifted and development of natural abilities and talents. P. Petersen pursued the ideas of nationality and pedagogy of "life and work". Aim of the Study. Comprehensive analysis and generalization of the heritage of European scientists on the definition of the role and place of gifted personalities in the European system of training is conducted in the study. Research Methods. Such theoretical research methods as analysis (analysis of the scientific sources of information); induction and deduction (generalization of obtained results), and a comparative analysis were used in the study. Results. Developed European countries are in a constant search. They try to explain what giftedness is and determine it as a factor, to identify the link between creativity and intellectual abilities of the individual, to support gifted children and schoolchildren and student youth, to base the learning process on the principles of individualization and differentiation, or to create separate specialized institutions for their education, regardless of social context. Conclusions. Today a public policy and cooperation between European countries for solving the above mentioned issues and exchange of experience take place. The further research will be connected with the teacher training to prepare them to deal with gifted children and student youth.
Introduction. There were attempts to concern the issue of genius for a very long time, however only in the XX century it became possible to research on this issue due to foundations of the Bologna process that allowed the European countries to collaborate and exchange experience. Over the centuries, philosophers, psychologists and educators were trying to find the principles of giftedness. The debates continue even today. Teachers approach to this issue is based on considering a talented personality that has higher level of mental development and is able to generate new, non-standard ideas and solutions. Analysis of relevant research. National educators, such as I. S. Voloshchuk, L. A. Vitanchuk, B. Skoromovskyi, as well as foreign scholars O. Graumann, W. Stern, R. Hallmann, C. Götze, et al. concerned the issue of giftedness. They determined such aspects as the definition of the concept of "talent" and "abilities". And later Terman tried to identify this phenomenon with the help of tests on intelligence. W. Stern, R. Hallmann, C. Götze, O. Graumann supported democratic and social pedagogy and highlighted the equality of all persons according to the right of visiting schools for gifted and development of natural abilities and talents. P. Petersen pursued the ideas of nationality and pedagogy of "life and work". Aim of the Study. Comprehensive analysis and generalization of the heritage of European scientists on the definition of the role and place of gifted personalities in the European system of training is conducted in the study. Research Methods. Such theoretical research methods as analysis (analysis of the scientific sources of information); induction and deduction (generalization of obtained results), and a comparative analysis were used in the study. Results. Developed European countries are in a constant search. They try to explain what giftedness is and determine it as a factor, to identify the link between creativity and intellectual abilities of the individual, to support gifted children and schoolchildren and student youth, to base the learning process on the principles of individualization and differentiation, or to create separate specialized institutions for their education, regardless of social context. Conclusions. Today a public policy and cooperation between European countries for solving the above mentioned issues and exchange of experience take place. The further research will be connected with the teacher training to prepare them to deal with gifted children and student youth.
Опис
Ключові слова
освіта, обдаровані, організація навчання, школа та вищий навчальний заклад, принцип індивідуалізації й диференціації, гуманістичний підхід, сприятливі умови, академічні проблеми, education, gifted education, organization, school and higher education institution, principle of individualization and differentiation, humanist approach, favourable conditions, academic problems
Бібліографічний опис
Чухно, Л. До питання про місце та роль обдарованої особистості в європейській педагогіці [Текст] / Л. Чухно // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 5 (79). – С. 78–88.