The Integrated Approach and Gifted Students: A Historical Perspective.
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| Title: | The Integrated Approach and Gifted Students: A Historical Perspective. |
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| Authors: | Karp, Alexander1 (AUTHOR) apk16@columbia.edu |
| Source: | International Journal of Science & Mathematics Education. Sep2025, Vol. 23 Issue 6, p2009-2026. 18p. |
| Subject Terms: | *Gifted persons, *Interdisciplinary education, *Educators, History of the Soviet Union, Historical analysis, Social change, Totalitarianism |
| Geographic Terms: | Soviet Union |
| Abstract: | This paper analyzes various attempts at integrated education, with the main focus on the period from 1918 to 1931 in the Soviet Union. At this time the full force of a totalitarian state was employed in the attempt to teach in a precisely "integrated" manner, with the use of so-called "complexes," which were regarded as having a direct connection to real life. Mathematics educators put forward many objections against this approach, but their criticisms remained unheard by the reigning powers until there arose a need for the effective implementation of the project of industrialization. At that point, complexification (integration) was declared to be a left-leaning unrealistic fantasy. This paper also touches on the question of how the most gifted schoolchildren were educated under such conditions. In the author's view, a historical approach makes it possible to see certain phenomena and problems that are relevant to contemporary debates. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper analyzes various attempts at integrated education, with the main focus on the period from 1918 to 1931 in the Soviet Union. At this time the full force of a totalitarian state was employed in the attempt to teach in a precisely "integrated" manner, with the use of so-called "complexes," which were regarded as having a direct connection to real life. Mathematics educators put forward many objections against this approach, but their criticisms remained unheard by the reigning powers until there arose a need for the effective implementation of the project of industrialization. At that point, complexification (integration) was declared to be a left-leaning unrealistic fantasy. This paper also touches on the question of how the most gifted schoolchildren were educated under such conditions. In the author's view, a historical approach makes it possible to see certain phenomena and problems that are relevant to contemporary debates. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-025-10562-x |
