THE ISSUE OF GIFTEDNESS IN PSICHOANALYTIC-PEDAGOGICAL STUDIES

Abstract

The article presents the ideas of several psychoanalysts regarding the formation, diagnosis, and development of child giftedness. Contradictions in the views on the development of giftedness are identified, particularly among representatives of experimental psychology, behaviorism, and psychoanalysis. It is noted that the greatest contributions to the study of giftedness were made by S. Freud, his daughter A. Freud, and her follower H. Hartmann. Specifically, H. Hartmann emphasized that there are three philosophies of education within society: 1) adapting the child to the realities of the world; 2) preparing the child for future activities; and 3) shaping educational goals based on past societal ideals.The article also examines the unique experiences of gifted students and how educators and psychologists respond to potential conflicts between gifted children, their peers, and parents. For the first time, the specific psychological complexes observed during the learning process are discussed. In particular, the article explores the God Complex, Jonah Complex, and Prometheus Complex.The conclusion suggests that the development of child giftedness often becomes an obsessive pursuit for parents, who may seek to fulfill their own ambitions and dreams through the child. As a result, instead of understanding that the world is imperfect, the child attempts to fit their new identity into an “ideological model” of adult life, conforming to external expectations and role demands.The article outlines prospects for further research into psychoanalytic pedagogy, particularly in developing pedagogical technologies that engage the deeper structures of the psyche and the unconscious. It is emphasized that such technologies can promote the child’s self-knowledge and self-realization.