러시아 영재교육의 변화와 실상

Abstract

The feud between egalitarianism and differentiation has continued in the history of Russian education. Talents and abilities have been taken very seriously indeed since the later 1980s, but there is a palpable gap between policy and practice. But in accordance with the change of society, the arguments in support of differentiation have become more frequent and more confident. The contempt for the Russian curriculum is relevant to the redrawing of the battle lines between the differentiatiors and the egalitarians. The latter have lost massive ground, almost to the point of becoming marginalized. The new educational law of Russian Federation admitted various types the school system. Thus independent method of education appeared not by the change of curriculum, but by the making of special school for gifted children. Beneath the new forms of differentiation lies a reluctance to awaken the potential that slumbers in every child, especially in clever children. Now in Russia the priority for education must be the development of various types of mass schools, including new models of school, private school, gymnasia and lycees etc. There are 'new egalitarians' who, paradoxically perhaps, see equalization as the achievement of maximum differentiation to suit all children. In fact, they might just as well be called 'radical differentiators', engaging in a new conflict with those who favor selective differentiation for fortune minority. In Russia's educational systems the method of the education of gifted children gradually have been changed and settled down.