In this article I will try to explain the contributions that we can take from pragmatism in education and its application in the classroom with gifted girls and boys, to avoid school failure, considering that today learning is by competences where The learner builds his own knowledge through practice and his experience, which is why I consider that pragmatism is related since education must start from the characteristics and interests of the child (Dewey, 1967).
Development
The first step is to identify children with high capacities or gifted for their educational intervention, this through standardized tests such as: WAIS, WISC, WPPSI: they serve to measure IQ. K-ABC: it is an alternative to obtain an objective score. MSCA: Report on earliness rather than high capacities. All the information obtained will allow us to recognize the special characteristics of a gifted child, since if not identified it could affect their intellectual and emotional development, which would bring serious consequences such as school failure. Among the characteristics to be recognized are: Speed in the acquisition and retention of information. Investigative attitude; intellectual curiosity. Ability to conceptualize, abstract and synthesize. Great vocabulary and verbal facility.Creative and inventive, among others. Therefore, it is important as teachers to know the capacities and learning styles of the students, as this will allow the implementation of activities that are in accordance with the needs of the students. In other words, to promote an environment that allows them to develop their creativity, this through various activities with a certain degree of flexibility that allows them to build their knowledge.
School failure Giftedness does not by itself ensure academic or creative success. There are risks and pressures that accompany superior ability and potentially deflect high achievement through patterns of defense and avoidance. School failure in gifted children is considered not only when they do not reach the established objectives, but when they perform below their possibilities and their potential. We find two types of returns. There is sufficient performance which is an evaluation of academic qualifications and satisfactory performance that takes as a framework your intellectual capacity. Why do children with high intellectual abilities fail or drop out of school? From my point of view, I consider that different factors intervene, such as: lack of support from parents,the ignorance of some teachers who do not identify students with high intellectual abilities who, far from designing activities according to the needs of students with these characteristics, confuse them with low-achieving students or problem students because they feel that it distracts the rest of the group This happens because one of the characteristics of these students is that they tend to get bored in class, another influencing factor is the educational system that does not design an alternative study plan to serve students with high intellectual capacities, it should not be missed Since students with high intellectual capacities are also students with SEN, therefore they require special attention.
Pragmatism Greek term pragma that means (action), seeks effectiveness and usefulness is a philosophical trend that emerged in the late nineteenth century in the United States. The main promoters of this doctrine were William James and Charles S. Peirce, this theory is characterized by the search for the practical consequences of thought. Pragmatism is often associated with practicality and utility. The term pragmatics was first used by two language philosophers Morris and Peirce in the 1930s and early 1940s. Another important aspect, from a pragmatic point of view, is the communicative strategy, that is, the combination, order and hierarchy of all the linguistic elements of a statement, the success of a communication often depends on the strategy used in the act of communicate.According to Peirce, knowledge is search, and the search starts from doubt. The irritation of doubt is what provokes a struggle to achieve a state of belief, which is a state of calm and satisfaction. James's ideas on pragmatism (set forth in his 1907 essay Pragmatism) do not differ from Peirce's. Ideas (which are part of our experience) become true to the extent that they help us to obtain a satisfactory relationship with the other parts of our experience.Ideas (which are part of our experience) become true to the extent that they help us to obtain a satisfactory relationship with the other parts of our experience.Ideas (which are part of our experience) become true to the extent that they help us to obtain a satisfactory relationship with the other parts of our experience.
Conclusion.
From my point of view I consider that pragmatism is a theory that can be applied in the classroom as one more tool within the teaching-learning process, since it has to do with learning from experience, this allows promoting active learning in gifted students when considering the usefulness of what they are learning. As teachers it is important to know the capacities of the students, as well as the interests and learning styles, since this will guide the selection of motivating activities where the students put their ideas into practice, that is, activities where the student can relate the theory With practice but in a more dynamic way, in this way they will be active and will not fall into boredom, since they will focus their attention on the result.Returning to the principles of pragmatism, the school must be informative, formative and transformative, to promote an integral development in students, providing special attention to children with high intellectual capacities to avoid school failure.
Bibliography
AAVV (2004). Diagnosis and attention to students with specific educational needs. Intellectually gifted students. Madrid: General Technical Secretariat.
Dewey, John (1967), “My pedagogical creed”, in The child and in the School program, my pedagogical creed 6th ed., Lorenzo Luzuriaga (trans.); Buenos Aires, Lozada.
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