Идеи воспитания одарённых детей в отечественной педагогической науке в XVII–XIX веке

Abstract

The article shows the process of origin and development of ideas related to the education and upbringing of gifted children in the 17th – 19th centuries in Russia. Religious and secular books of this period allow us to see the process of changing attitudes towards the interpretation of the factors that determine the emergence of talented people. Recognizing a certain influence of the ideas of enlightenment in Western Europe, it is necessary to note the original approach to the study of the phenomena of children’s giftedness in Russian pedagogical thought. The aim of the work was to study the process of the emergence of scientific interest in the problem of children’s giftedness in the history of Russian pedagogical thought, to study the genesis of ideas related to the essence and features of the development of giftedness in childhood, the forms and methods of teaching and educating gifted children in Russian pedagogical thought in the period from the 17th to XIX century. From the analysis and generalization of the pedagogical experience historically accumulated by many generations of different peoples in Russia, there is a consistent transition from the 17th century to the scientific interpretation of children’s giftedness. In the 19th century, the idea of the need for a state approach to ensuring the effective education and upbringing of gifted children, regardless of their origin, class affiliation and financial situation, to the support and development of talents in educational institutions, was born and received its recognition. These ideas are further developed in subsequent periods of the development of domestic pedagogy - in the 20th and 21st centuries. Based on the analysis of the scientific literature of this historical period, the author highlights ideas that are important for the development of children’s giftedness, namely: the idea of the need for teachers to timely identify children with special inclinations and study the features of their development; the idea of the importance of purposeful and integrated development of both mental and other gifts of children in close connection with their spiritual and moral education; the idea of state support and provision of full-fledged education for gifted children from different strata of society; the idea of the need to support and protect gifted children from the influence of an asocial environment.