Personalization of didactic procedures in the vision of gifted development

Paper

"Nothing is more unequal than the equal treatment of unequal people."
The goal of this study is to shed light on the complexity of the phenomenon of giftedness from a conceptual point of view and to consider the importance and possibilities of personalization of didactic procedures as a direction in the vision of giftedness development. Regarding this, descriptions and discourse are used to analyze the current development of theoretical approaches in the study of the phenomenon of giftedness from a methodological point of view and the findings of modern concepts in models of work with the gifted. The personalization and approaches of concepts and models for didactic support are especially emphasized. As a theoretical basis for the vision of the gifted development the possibilities of a closer encounter between cognitive or pedagogical psychology and didactics were analyzed. This meets the new methodological approach of investigating the complexity of the concept of giftedness, the so-called, instructional methodology, accepted with many questions for which psychology and didactics still do not have clear and unambiguous answers. And, in accordance with this, the scope of the triarchic theory of intelligence (Sternberg & Grigorenko, 2002) is considered separately from the perspective of a contextual approach to intellectual abilities, with which Sternberg opened the door to an instructional approach in researching cognitive correlates and components of giftedness. The paper also presents the findings of one part of an earlier research conducted by the co-authors of this study as an empirical argumentation for some of the conclusions in which the vision of the importance of personalizing didactic instructions in working with the gifted is looming. So the main findings of this study would be the following statements: Instructional theoretical approaches, including Sternberg’s and Zang's Pentagonal Implicit Theory of Giftedness, are increasingly accepted as a guide for new methodological approaches in the research of giftedness. This is important for didactics, because by checking this theoretical-epistemological basis, we are looking for an argument that some of the theoretically conceived elements in this construct are used to check more didactically important questions. To go a step further, the scope of the practical use of constructivism, participatory epistemology, or at least some of their elements, is considered, as another way of holistic approach in the didactics of the gifted, which basically contains the need to more effectively support the cognitive mechanisms of the gifted, i.e. to encourage their conceptual
systems, which seems to be a reasonable vision of gifted support.