The Pedagogy of Accompaniment in Relation to the Relational Needs of Gifted Students Based on the Author’s Own Research
Abstract
RESEARCH OBJECTIVE: This article aims to present the pedagogy of accompaniment in relation to the relational needs of gifted students.
THE RESEARCH PROBLEMS AND METHODS: The research problem concerns accompaniment as the central category of the pedagogy of accompaniment. In this case, the potential accompaniment to the gifted students in their holistic personal, moral, and spiritual development. The study was conducted using a qualitative method within the interpretative paradigm. Proxemic analysis was applied to the collected material.
THE PROCESS OF ARGUMENTATION: The argumentation process was based on the assumptions of the pedagogy of accompaniment, derived from Ignatian pedagogy, which emphasizes subjectivity, dialogue, reflectiveness, and integral development. The first part of the article presents the theoretical foundations of the pedagogy of accompaniment and the specific functioning of gifted students. This is followed by a qualitative analysis of narratives of gifted individuals. Proxemic analysis made it possible to capture the significance of interpersonal relationships in the participants’ experiences and to reveal their expectations toward parents, teachers, and the school environment.
RESEARCH RESULTS: The findings indicate that gifted students strongly need relationships based on accompaniment rather than control, superficial evaluation, and the management of their academic success. The participants expected from their educators – both parents and teachers – an authentic interest in them as individuals, an individual approach, inspiration, dialogue, and understanding of their emotions.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Research shows that gifted students primarily need relationships based on trust, understanding, and support. The practical implications of the study may be used to develop a more subjective and relational model of working with gifted learners.
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