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Cultural-Historical Psychology
2019. Vol. 15, no. 2, 14–21
https://doi.org/10.17759/chp.2019150202
ISSN: 1816-5435 / 2224-8935 (online)

Philosophical Fundamentals of the Theory of Giftedness

 
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Abstract

The article describes the historical stages of exploring the concept of “giftedness” which reflect principally different understandings of this term, but nowadays are considered as the alternatives. The 1st stage: during the Medieval Period, the term “giftedness” is introduced for the first time ever and it explains the ability of a man to create (the God has given the gift). The 2nd stage: during the Renaissance period, the emergence of the wage labour puts an issue of assessing the presence and the height of abilities. The dependence of the product on the giftedness as high/low abilities is postulated. The 3rd stage: in the philosophy of the Modern Period, in the framework of dialectics, the concept of the process is developed and the levels of cognition as the main, generic ability of a human are defined, therefore the giftedness as an issue is missing. The 4th stage: beginning from the middle of the 19th century, due to the split in the philosophical directions and the demands of the psychometric paradigm, giftedness is reduced to the height of intellect and, subsequently, to the height of any abilities. The 5th stage: the emergence of the theory of giftedness based on the advanced methodology introduced to psychology by Vygotsky.

General Information

Keywords: giftedness, creativity, activity development, initiative, unit of analysis, motive

Journal rubric: Theory and Methodology

OpenAlex citations: 12

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

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Number of citations: 12

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15495  |  Total number of citations: 24995

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Article type: scientific article

DOI: https://doi.org/10.17759/chp.2019150202

Published

For citation: Bogoyavlenskaya, D.B. (2019). Philosophical Fundamentals of the Theory of Giftedness. Cultural-Historical Psychology, 15(2), 14–21. (In Russ.). https://doi.org/10.17759/chp.2019150202

© Bogoyavlenskaya D.B., 2019

License: CC BY-NC 4.0

References

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Information About the Authors

Diana B. Bogoyavlenskaya, Doctor of Psychology, Professor, Head of the Center for Interdisciplinary Studies of Creativity and Giftedness, The Federal State Budget Scientific Institution «Federal Scientific Center of Psychological and Multidisciplinary Research» (FSC PMR), Professor, Department of Psychological Anthropology, Institute of Childhood, Moscow State Pedagogical University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-6766-2047, e-mail: mpo-120@mail.ru

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