Abstract
The philosophical underpinnings for the education of the gifted, provision for the gifted and talented, and teacher education in both countries. The author reflects on the special provision for the gifted in China, as it serves to meet the needs of the Chinese society, which is moving towards democratisation and a capitalist, entrepreneurial economy. There is an overview of the ‘enterprising creativity’ of the Chinese people and a discussion of the development of a new ‘mandarin’ class of gifted individuals. Their education, reminiscent of a traditional British grammar school education, may be described in terms of broad-based content, accelerated progress beyond idyllic kindergarten days and individual persistence In striving to be ‘the best in the class’, where the ultimate achievement is early entry to university. Creativity is fostered at the kindergarten level, but appears, except for some individuals attending the extra-curricular programs and isolated examples in middle school, to be ‘put on hold’ until the university's environment again encourages research projects. Great strengths of gifted education in China are the dedicated mentorship of teachers at every level; the complementary respect between students and teachers; and the mutual pursuit of knowledge. Weaknesses are reflected in the paucity of resources and their ineffective use in fostering thinking, problem-solving and creativity; and in formal teacher education for the gifted. Finally, the state of the art in China and future prospects are discussed.
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