PRECONDITIONS OF FORMATION AND DEVELOPMENT OF GIFTED STUDENTS EDUCATION IN THE USA, CANADA AND UK
DOI:
https://doi.org/10.24919/2313-2094.4/36.98539Keywords:
gifted students, formation and development of education of gifted students, USA, Canada, UKAbstract
In article the preconditions of formation and development of education for gifted students in the United States, Canada and the UK are highlighted. The evolutionary changes in the understanding of the nature of giftedness and characteristics of provision of the pedagogical support of these children and youth of the school age from ancient times to the late nineteenth century are identified.
It is concluded that talent at all the times, starting from the earliest aroused the interest of humanity. The evolution of the ideological vision of the problem reflects the «Three Phase Model» of A. Comte, according to which at the first, theological stage, people explain the phenomenon of giftedness from the standpoint of the supernatural as a gift from God; at the second, meta-physical or abstract stage, the person believes that the essence of this phenomenon lies outside the physical world, and therefore is protected from empirical attacks; at the third, scientific or positive stage, there is an introduction of the controlled empirical approach to research on giftedness.
It is proved that the first institutionalized attempts to provide special education services to gifted students in the countries under study took place in the second half of the XIX century. It is found that in the second half of the XIX century. It is found out that the most common form of pedagogical support of gifted students was the so-called «flexible promotion» that allowed the students to finish the first eight grades without attending lectures, however, learning the full scope of the curriculum. This form of pedagogical support of gifted children and youth had not lost its popularity till the 20-ies of the XXth century, gradually giving way to such form as skipping classes.
The promising directions for further research are revealing the genesis and outlining the stages of gifted students education development in the United States, Canada and Great Britain in the XX – the beginning of the XXI century.References
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