Study of the concept of giftedness as part of psychological and pedagogical knowledge

The article is concerned with the study of phenomenon of giftedness within the frame of psychology discipline of native and foreign specialists. This theoretical research presents the diversity of key notions of giftedness together with the modern methods of its diagnosis. This article also deals with the most substantial problem aspects of correlation between creative work and neurosis, inheritance and environment in the giftedness development and its specific characters in junior and school age. The article also discusses the main problematic aspects of the relation of creativity with neurosis (for example, studies of C. Lombroso, L. Cronbach, G. Domino et al.), The problem of heredity and environment in the development of giftedness (analysis of biological and environmental approaches), and the specificity of giftedness and junior school age (the problem of uneven development of giftedness, “reduction” of creative activity with age, particularly gifted student interaction with the environment). Due to the theoretical analysis of all these aspects, the authors have expressed a number of critical thinking in relation to the modern humanitarian paradigm and its understanding of the nature of giftedness - states convention overriding environmental approach in pedagogy and the resulting error approach teachers and psychologists in the diagnosis of giftedness in students, have suggested insolvency psycho -diagnostic material to identify the intellectual and creative abilities, and the creative process (by analogy with the classical definition of Vygotsky) is considered as the process of creating a “new objective” of the material - in other words, the process of creating what was not to creative problem solving in nature. The main idea of the article is the following problem statement: biological understanding of human capabilities, in which giftedness is defined as an individual an intrinsic property of the human brain - on the one hand, does not contradict the main tasks of modern pedagogy, on the other hand - requires serious integrated approach to the identification of giftedness, initially excludes all modern psychological methods of diagnosis.