Κριτική Σκέψη και Κριτική Σκέψη και Χαρισματικότητα

Abstract

Tamilson and Kalbfleisch, 1998, state that: “if a student engages in a syllabus that is beyond the level of its readiness, it results to stress and thus in overproduction of neurotransmitters which will hinder learning"(Koob, Cole, Swerdlow, The Model, 1990).

On the contrary "if a syllabus is below the level of a student readiness, the brain is not forced to respond, so it will not release the levels of dopamine, noradrenaline, serotonin and other neurochemicals required for ideal learning. The result is apathy"

 (Shultz, Dayan & Montague, 1997).

Charismatic students have a different potential from that of typical students in various areas of thought. They have overdeveloped, in relation to the typical peers, the problem-solving ability, creative ability and critical thinking. To cultivate those skills and develop their full potential they should be provided a type of training that meets their needs, in order to be lead to individual happiness and to contribute to social well-being. In the present work, selective examples of didactic modules are presented, that cultivate critical thinking, for gifted students. They are based in the methodology of the Socratic debate and aimed to highlight and evolve the critical ability of the students involved.