PHILOSOPHICAL PRINCIPLES OF THE THEORY OF GIFTEDNESS IN THE COGNITIVE AND SYNCRETIC COMPONENT OF THE FUTURE EDUCATORS AND PRIMARY SCHOOL TEACHERS' TRAINING

The purpose of the article is to substantiate the importance of the cognitive and syncretic component of the future teachers’ training for work with gifted children; outlining the system of philosophical knowledge about the phenomenon of giftedness in the content of such training. Methodology. The study uses theoretical methods (analysis, comparison, generalization and systematization of the philosophical and psychological and pedagogical sources) in order to outline the field of philosophical knowledge about the phenomenon of giftedness, which is the basis of the cognitive and syncretic component of the future teachers’ training for work with gifted children, and highlight the stages of the genesis of the views on the phenomenon of social giftedness. Scientific novelty. The author’s definition of the future teachers’ training for work with gifted children has been presented, the cognitive and syncretic component of its content has been determined; the stages of formation of the views on the phenomenon of social giftedness in philosophical discourse have been distinguished; the ways of realization of the cognitive and syncretic training in the educational process of a higher educational institution have been indicated. Conclusions. Within the educational process of a modern pedagogical higher educational institution, the organization of the future specialists’ special training of the psychological and pedagogical direction becomes relevant. The result of such work is the formation of students’ readiness to work with gifted and talented children, and the basis is a system of philosophical and psychological and pedagogical knowledge about the phenomenon of giftedness. To ensure the implementation of the cognitive and syncretic component of future educators’ training for the development of children’s giftedness is possible through the implementation of the basic principles of the concept of giftedness, views of famous philosophers, psychologists and teachers on abilities, talents, genius into the content of the professional disciplines. For this purpose it is necessary to supplement the curriculum with the topics about the essence of different types of giftedness and the specifics of creating conditions for the manifestation of children’s giftedness. In the content of both normative and variable parts of the curriculum for the higher education applicant it is also advisable to introduce special courses, the purpose of which is to study the philosophical principles of giftedness and psychological and pedagogical peculiarities of work with gifted children