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Three factors have traditionally prompted a large section of the population to oppose the idea of special support for the development of excellence: the view that intellectual giftedness depends on innate dispositions and can manifest itself under any educational and environmental conditions; the feeling of injustice connected with the perceived superiority of gifted people; and the perception of special education for the gifted as a threat to ordinary people and/or to democracy. In contrast, more recent perceptions of the faults of an educational orientation inspired by the above prejudices and a decline in egalitarian ideology have combined to opening new perspectives on better educational support for the gifted, although agreement on the means of support is often lacking. There is a strong connection between the underlying principles of a democratic society and the conditions which foster giftedness and creativity. However, the development of creativity and giftedness should not entail the separation of the gifted from others during the school years, because such separation would damage both social development in general and the specific moral development of the gifted, and would prevent acceptance of the gifted by others and by society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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in this review, three sets of considerations on the development of morality [in gifted children] are presented: (1) moral behavior is based on specific cognitive abilities of rational analysis and discussion of actions concerning rights, duties and consequences (about life, affects, well-being of self and others); (2) moral behavior has roots in affect/emotion and on control and integration of drives and needs (in terms of empathy, care for others, task commitment); and (3) moral behavior needs to be nurtured by specific education which concerns both the cognitive and the emotional aspects (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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[book section covering several chapters] "Heredity and Giftedness: From Eugenics to Euphenics" / Andrew Czeizel "Nature, Nurture, and Intelligence (Synopsis)" / Robert Plomin "Metacognition and Achievements of Gifted Students" / Andrzej Sękowski "Advanced Reasoning in Gifted Adolescents: Stages and Strategies" / Ornella Andreani, Adriano Pagnin and A. Zanetti "The Figurative and Visual Metaphor: A Means or Basis of Creative Thinking?" / Wieslawa Limont "Cultivating Courage, Creativity and Caring" / James T. Webb "Temperament and Giftedness: American and European Perspectives" / Rebecca D. Geiger (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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Tipo de recurso
- Book Section (2)
- Journal Article (1)