The Relationship Between Giftedness and Morality in School-Age Children

Francesco Foti

Session

Psychology

Description

Giftedness and morality, are often perceived as distinct realms, yet their interaction is a compelling subject of exploration. One of the main aspects of the gifted experience is moral awareness, which is essential to the prosperity of the entire society. Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. Morality is a person's or society's idea of what is right or wrong, especially in regard to a person's behavior. Both guiding principles help the individual or group decide what is good or bad. The gifted cognitive complexity and certain personality trends create specific experiences and attention that separate them from others. An important function of the gifted experience is their ethical sensitivity, which is important to the welfare of the complete society. These internal characteristics of the gifted are unnoticed in maximum of the formulations of giftedness and expertise Morality is not a hypothetical concept; rather, it is the fabric and weft of how people interact with one another. The concept of morality can only be understood within its historical and cultural settings, just like the concept of giftedness. The purpose of the paper was to describe the relationship between giftedness and morality in school-age children with the explanation that morality and talent are distinct concepts, there are certain overlaps and connections that may be drawn between them. Both can be thought of as innate qualities in students. The term "giftedness" is widely used in education to describe exceptional qualities or skills that children are born with, such as high intelligence or creative talent.

Keywords:

Gifted, Morality, Children.

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-95-6

Location

UBT Lipjan, Kosovo

Start Date

28-10-2023 8:00 AM

End Date

29-10-2023 6:00 PM

DOI

10.3107/ubt-ic.2023.390

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Oct 28th, 8:00 AM Oct 29th, 6:00 PM

The Relationship Between Giftedness and Morality in School-Age Children

UBT Lipjan, Kosovo

Giftedness and morality, are often perceived as distinct realms, yet their interaction is a compelling subject of exploration. One of the main aspects of the gifted experience is moral awareness, which is essential to the prosperity of the entire society. Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. Morality is a person's or society's idea of what is right or wrong, especially in regard to a person's behavior. Both guiding principles help the individual or group decide what is good or bad. The gifted cognitive complexity and certain personality trends create specific experiences and attention that separate them from others. An important function of the gifted experience is their ethical sensitivity, which is important to the welfare of the complete society. These internal characteristics of the gifted are unnoticed in maximum of the formulations of giftedness and expertise Morality is not a hypothetical concept; rather, it is the fabric and weft of how people interact with one another. The concept of morality can only be understood within its historical and cultural settings, just like the concept of giftedness. The purpose of the paper was to describe the relationship between giftedness and morality in school-age children with the explanation that morality and talent are distinct concepts, there are certain overlaps and connections that may be drawn between them. Both can be thought of as innate qualities in students. The term "giftedness" is widely used in education to describe exceptional qualities or skills that children are born with, such as high intelligence or creative talent.