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왜 흥미 발달과 마인드셋 의미 체계에 주목해야 하는가?: 창의적 영재성 발현을 위한 영재진로교육 방향성 제언

Why Should We Pay Attention to Interest and Mindset Meaning Systems?: The Direction of the Career Education of Gifted Students for Creative Giftedness

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초록

본 연구에서는 창의적 영재성 발현을 위한 영재진로교육 방향성을 제안하기 위해 창의적 영재성 발현 요소로서 플로우 경험, 흥미, 마인드셋 의미체계의 관계를 문헌리뷰를 통해 살펴보았다. 이를 위해 본 연구에서는 영재성을 Renzulli의 창의적-생산적 영재성(이하 창의적 영재성)으로 정의함을 밝히고, 창의적 영재성 발현을 위한 요소로서 플로우 경험, 흥미 그리고 마인드셋 의미체계가 유기적으로 연계되어 작동해야 함을 제안한다. 구체적으로, 창의적 성취와 플로우 경험의 관계를 제시하고, 플로우 경험 상태에 빠지기 위해 흥미의 유지 및 발달이 중요함을 강조한다. 더불어, 지적 성장의 기제인 성장 마인드셋 의미체계는 학습자가 어렵고 좌절이 되는 학습 상황을 극복하고 학습자의 능력을 계발하여 흥미를 발달시키고 플로우 경험의 가능성을 높일 수 있는 심리적 발현기제임을 제안한다. 마지막으로, 창의적 영재성 발현을 위한 영재진로교육의 시작은 흥미 영역의 발견임을 강조하고, 교육 현장에서는 흥미 발달 포트폴리오와 마인드셋 교육이 활용될 수 있음을 제안한다.

Abstract

In order to propose the direction of the career development of gifted students, this article examined the relationship among flow experience, interest, and midnset meaning systems as critical factors for creative giftedness. For the purpose of this article, first, the author defined the concept of giftedness as creative giftedness and suggested that it is important to discover areas of interest as the beginning stage of career development of gifted students. Next, the author stated the importance of flow experience for creative achievement as the final stage of the development of creative giftedness. The author also emphasized the importance of maintaining and developing interest to experience flow state. Furthermore, a growth mindset meaning system is a psychological factor to overcome any difficulty in the face of academic challenges and setbacks and to increase the likelihood to develop the interest and experience flow state. Finally, the author proposed that interest portfolio and mindset interventions can be used as means for the career development of gifted students in educational practices.

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