Abstract
Giftedness is understood as a fundamental concept (paradigm) of modern education. It is proven that a child under the age of 5-6, as a predominantly right-hemisphere human being with a plastic psyche, vast emotional-sensory resources, highly dynamic mental processes, and metabolism, is a multifaceted gifted human being. Giftedness, as an emergent essence (arising, according to a synergetic view of the issue, as a systemic property of the whole), can be "unlocked" and actualized through certain educational/developmental procedures. In this context, it is appropriate to discuss the "basic genius" of each child, which researchers refer to as the "principle of sacredness", inherent in every child enabling them to pursue great goals in life. The realization of this principle largely depends on the structure and content of the socio-pedagogical environment in which the child exists. Accordingly, the "release" of a child's sacred potential (child’s genius potentiality) in adulthood may occur under critical life conditions/situations. It has been determined that giftedness, in some sense, is related to such characteristics as genius, creativity, talent, and others, which can be differentiated in the context of the dichotomy "actual-present" (present situation) – "potential-possible" (prospective). Childhood itself can positively influence an adult person capable of activating this state. In this regard, we refer to the methodology of infantilization as a psychologically positive regression into childhood, which significantly enhances the educational process. It is concluded that developmental-pedagogical impact on the neural structure of the human brain can leave imprints on the genetic structures of an individual, potentially transmitting these effects to future generations through inheritance.
Published Version
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