교육신경학에 기초한 영재성의 재개념화

Abstract

Objectives The purpose of this study is to reconceptualize such multifaceted and complex giftedness from the perspective of Educational Neurology associating it with the actions of the nervous system including a learner’s brain and present useful educational implications. Methods Setting up ‘giftedness’ as a basic keyword, as domestic studies, this researcher mainly selected doctoral or higher-level dissertations and the theses included in the journals registered in the KCI (Korea Citation Index) as the subjects. About overseas studies, this study searched academic databases such as Academic Search Premier, ERIC, Education Source, Google Scholar, and Web of Science comprehensively, and then, cross-checked them through peer review while referring to the cited indexes. Also, regarding the reviewed literatures, this researcher examined the degree of relevance and consistency with the contents of books dealing with giftedness or Neuroscience. Results This study has reconceptualized giftedness as ‘potentialities that implies special educational needs based on changes in the aspects of the nervous system’s action according to interactions between genetic and environmental factors’. What is important here is that each individual may have a variety of interactions between genetic and environmental factors that can influence changes in the aspects of the nervous system’s action, and accordingly, anyone can have a variety of special educational needs. Conclusions This study has reconceptualized giftedness in relation to changes in the aspects of the nervous system’s action from the perspective of Educational Neurology, and it means that multifaceted and complex giftedness can be ultimately developed to a higher level by having proper educational experiences tailored to one’s special educational needs. In the future, the way of determining giftedness in relation to the characteristics of the nervous system’s action will be more elaborated. Based on that, it is necessary to provide appropriate educational experiences. Therefore, it will be needed to realize consilience between Education and Neuroscience constantly and develop them together broadening the two’s academic horizons for research.