Morality and giftedness: a guide for teachers

Cognitively gifted students bring unique talents and opportunities, but also challenges that go beyond their intellectual abilities. One often overlooked aspect is the morality of gifted students. How can teachers support these students in their moral development? This article offers insights and practical guidelines.

What is morality and why is it important in education?

Morality encompasses the values and norms that guide our behavior. For gifted students, this can be a complex area, as they often think more quickly and deeply about ethical issues than their peers. However, according to Freeman (2009), morality is not just a matter of intellect. It also requires empathy, social skills, and the ability to foresee the consequences of decisions.

For teachers, this means that gifted students need to be guided not only academically but also morally. A good understanding of the unique dynamics between giftedness and morality can help support these students in developing a strong ethical foundation.

Ethical sensitivity in gifted students

Gifted students often score high on moral sensitivity, meaning they are very capable of recognizing how their actions affect others. Tirri (2009) describes this as a combination of empathy and awareness of social consequences. However, increased sensitivity doesn’t always mean they automatically display ethical behavior.

In a study by Tirri and Pehkonen (2002), gifted teenagers were asked how they would resolve a scientific dilemma, such as conducting archaeological research in sacred graves. While some emphasized scientific progress, others showed that they also considered cultural and religious values. This diversity illustrates that moral guidance is crucial in helping students translate their sensitivity into constructive behavior.

Ethical responsibility and the role of teachers

According to Ambrose (2009), gifted students have unique talents that can be used both positively and negatively. Without ethical guidance, there is a risk that these talents may be used for selfish or harmful purposes. Teachers, therefore, play a key role in helping to develop a moral compass.

Ambrose emphasizes that ethical education should not be taken for granted. It requires a deliberate approach that combines intellectual growth with moral and emotional development. This can be achieved by challenging students with ethical issues, encouraging them to explore different perspectives, and helping them take responsibility for their choices.

Creativity and morality: opportunities and risks

Creativity, a common trait of gifted individuals, plays a dual role in morality. As Runco (2009) notes, creativity offers new possibilities for ethical behavior, but it can also lead to immoral choices if there is no strong ethical compass. This highlights the need to cultivate moral awareness, especially in gifted students who can come up with many options. This makes it essential for teachers to find a balance between fostering creativity and cultivating a strong ethical foundation.

Ambrose (2009) adds that creativity is often the basis for innovative solutions, but it can also contribute to destructive choices if ethical boundaries are crossed. For gifted students with a strong creative inclination, it is essential to develop not only cognitive skills but also an empathetic and reflective attitude, so that creativity is used for constructive purposes. Teachers can, for example, use historical examples to illustrate both the positive and negative applications of creativity. This helps students understand how creativity can lead to both constructive and destructive outcomes.

Practical strategies for teaching

1. Integrate ethics into enrichment classes: use challenging case studies and literary works to discuss ethical issues that align with the interests of gifted students. For example, analyze books like The Boy in the Striped Pajamas in an enrichment class to discuss ethical dilemmas during wartime.
2. Encourage role reversal in cooperative learning: create group projects where students explore different ethical viewpoints. In a climate change project, for instance, each student could take on a role, such as a scientist, politician, or environmental activist, to understand various perspectives.
3. Use ethics as a theme for enrichment: introduce special enrichment topics where students explore societal issues. For example, you can have students in an enrichment class research the ethics of AI technologies and present proposals on how they can be used responsibly.
4. Create a safe environment in enrichment classes: ensure that students can openly discuss ethical questions in an enrichment class without fear of judgment from others. For instance, organize a debate on current issues such as freedom of speech and privacy, specifically focusing on the perspective of gifted students.
5. Mentorship with a focus on ethics: have gifted students work with a mentor who challenges them to grow not only intellectually but also morally. In an enrichment program, a mentor can guide them in developing a social project, such as a campaign against food waste.
6. Integrate ethics into enrichment programs: use complex ethical issues in subjects like philosophy or even mathematics. For example, in a math class, students can discuss the ethical implications of algorithms used in social media.

Conclusion

For teachers, the challenge lies in guiding gifted students in their moral development. By focusing on both their intellectual and ethical growth, these students can not only excel academically but also have a positive impact on the world around them. As Ambrose (2009) states: "Ethical awareness is not just about knowing, but about doing."

References

• Ambrose, D., & Cross, T. L. (2009). Morality, ethics, and gifted minds. Springer Science+Business Media.

• Freeman, J. (2009). Gifted lives: What happens when gifted children grow up?. Routledge.

• Runco, M. A. (2009). The continuous nature of moral creativity. In D. Ambrose & T. L. Cross (Eds.), Morality, ethics, and gifted minds (pp. 105–116). Springer Science+Business Media.

• Tirri, K. (2009). Ethical sensitivity and giftedness. In L. Shavinina (Ed.), International handbook on giftedness (pp. 601–612). Springer.

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