Theoretical Basics of the Modeling of the “Compromise” in the Requirements for Comprehensive Development of the Talent of Those Who are Learning
DOI:
https://doi.org/10.32405/2309-3935-2022-3(86)-20-27Keywords:
“reference” system of advantages, linguistic scale of giftedness levels, compromise requirements, method of successive concessionsAbstract
Evenly “pulling up” all indicators of giftedness of students to the highest level is unattainable due to the influence of clear and diverse factors of an objective and subjective nature. Thus, it is relevant to develop a set of compromise criterion requirements for the levels of giftedness, which is adjusted to a specifc learner.
The possibility of applying the methodology of system analysis and the theory of decision-making, in particular the method of successive concessions, to establish the relevant criterion requirements is substantiated. Using the methods of fuzzy mathematics, a linguistic scale of “level of giftedness” was constructed and recommendations were given for obtaining a “reference” system of advantages of participants in the educational process on the spectrum of characteristic features of giftedness. The technology of implementing the system-informational method of successive concessions to establish compromise requirements for the levels of giftedness of those who study has been developed.
One of the tasks of domestic pedagogy is the diagnosis of giftedness in students, further comprehensive development of their gifts for the purpose of forming a young person as a subject of social and professional life, preparing him for self-improvement, selfdetermination and self-realization, etc.
It is also worth noting that the researched phenomenon of giftedness will be considered by the authors of this publication exclusively in the context of an observed phenomenon that is very common for every educated person, and not from the perspective of a “skyrocketing” and unattainable explained result, which is almost impossible to achieve for an “average” person. This sets the stage for fruitful work not only with the “Olympic reserve” and contributes to the practical implementation of the philosophy of humancenteredness in the development of the giftedness of those who study. Since giftedness as a property is inherent in every person, the effectiveness of its diagnosis and development directly depends on both the qualitative and methodological tools that have at the disposal of the pedagogical worker, as well as from his professional abilities.
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