ΜΙΑ ΣΥΓΧΡΟΝΗ ΘΕΩΡΗΣΗ ΤΗΣ ΧΑΡΙΣΜΑΤΙΚΟΤΗΤΑΣ: ΠΟΛΙΤΙΚΕΣ ΓΙΑ ΤΗΝ ΕΚΠΑΙΔΕΥΣΗ ΧΑΡΙΣΜΑΤΙΚΩΝ ΣΤΗΝ ΑΥΣΤΡΑΛΙΑ ΚΑΙ ΣΤΗ ΝΕΑ ΖΗΛΑΝΔΙΑ

Abstract

The desideratum for the international community would be the 21st century to eliminate past disagreements and to promote projects of an anthropocentric nature.
However, the breadth and structure of events in the 21st century leave mixed impressions. In particular, inequality and consequent discrimination are of concern, especially when their presence in education. Over time, education, a constituent factor of any favored state and a springboard for societies, still needs improvements. Generally speaking, a portion of students do not enjoy opportunities similar to their skills; they are gifted. Intelligence and, by extension, charisma are concepts for which many theoreticians have expressed, such as J. Renzulli, H. Gardner and Fr. Gagné. In their view, many states around the world rely on organizing their educational policy for gifted students, when gift is not confronted with educational and social anchorages. Australia and New Zealand, two states in Oceania, have been working intensively since the end of the last century to date to provide information on this segment of the population. Australia, in spite of the size and complex structure of its state, has succeeded, through legislation and action, in part in familiarizing its population with this idea. Likewise, New Zealand, acting in parallel, creates a network to support these people. In this work we are attempting to present policies and actions for the education of gifted as well as to examine the extent of their implementation.