ABSTRACT. The aim of this work is to develop interrogation notion for children by using the Socrates" method in order to become adults who think systematically, who express their ideas openly and who try to understand themselves and the whole universe they live in. The research was started in a social chess club at June 2007 and lasted about 2 months in time. The sample of this work is composed of 6 students from the chess club. This work is based on a qualitative research approach and consist of 2 major phases. Based on the results of first phase it was determined that children had no foreknowledge of philosophical thinking.Hence the notion of philosophical approach was first given by utilizing the Socrates" method. At the second phase philosophical activity was conducted by using "The Little Prince" book written by Antoine de Sain-Exupery. At the end of the last stage it was observed that children has gained the ability of fast comprehension and the reasoning was systematized. 340 SUMMARYA condition which is unsuitable with its ambience or which is unsuitable to our expectations makes us surprised. But the more we grow up the less our amazement becomes day by day. We even get surprised only when we saw a flying man or a pelican on the road. It becomes quite difficult to maintain philosophy in us in these conditions. Because philosopher is the man who keep on searching the universe getting surprised. As Gareth B. Mathews points out, our first function related with mind is asking questions It exists in us, child does not learn this from others. This activity which is combined by the amazement of child leads to questions difficult to answer, naturally for elders. We think we have a great deal of intelligence by getting older but children understand really confused categories when we cannot. It is too easy to tell the justice, like number of people for every cooky whereas we make many descriptions about justice for hours. Because, true information is above of our understanding skill, so it causes the existence of definite templates.It is meaningless for us to lose this essence that we have in our childhood which means searching the universe surprisingly; child does not learn asking question but we teach asking no question to them. So philosophy must be taught to children during primary school. We do not care their imaginations while we try to explain others"imaginations. We want them to explain the universe like us, we do not want them to understand the universe. We want them to limit their extraordinary senses during searching the universe and we want them to fell the things which is paralel to the true information. Whereas, when we combine our true information with our child intelligence, result is going to be people who have information and use it.

ABSTRACT. The aim of this work is to develop interrogation notion for children by using the Socrates" method in order to become adults who think systematically, who express their ideas openly and who try to understand themselves and the whole universe they live in. The research was started in a social chess club at June 2007 and lasted about 2 months in time. The sample of this work is composed of 6 students from the chess club. This work is based on a qualitative research approach and consist of 2 major phases. Based on the results of first phase it was determined that children had no foreknowledge of philosophical thinking.Hence the notion of philosophical approach was first given by utilizing the Socrates" method. At the second phase philosophical activity was conducted by using "The Little Prince" book written by Antoine de Sain-Exupery. At the end of the last stage it was observed that children has gained the ability of fast comprehension and the reasoning was systematized. 340 SUMMARYA condition which is unsuitable with its ambience or which is unsuitable to our expectations makes us surprised. But the more we grow up the less our amazement becomes day by day. We even get surprised only when we saw a flying man or a pelican on the road. It becomes quite difficult to maintain philosophy in us in these conditions. Because philosopher is the man who keep on searching the universe getting surprised. As Gareth B. Mathews points out, our first function related with mind is asking questions It exists in us, child does not learn this from others. This activity which is combined by the amazement of child leads to questions difficult to answer, naturally for elders. We think we have a great deal of intelligence by getting older but children understand really confused categories when we cannot. It is too easy to tell the justice, like number of people for every cooky whereas we make many descriptions about justice for hours. Because, true information is above of our understanding skill, so it causes the existence of definite templates.It is meaningless for us to lose this essence that we have in our childhood which means searching the universe surprisingly; child does not learn asking question but we teach asking no question to them. So philosophy must be taught to children during primary school. We do not care their imaginations while we try to explain others"imaginations. We want them to explain the universe like us, we do not want them to understand the universe. We want them to limit their extraordinary senses during searching the universe and we want them to fell the things which is paralel to the true information. Whereas, when we combine our true information with our child intelligence, result is going to be people who have information and use it.

Philosophical thinking is the ability of thinking based on questioning, curiosity and knowing. These characteristics, which are inherent in humans, are further developed in children with special abilities. Considering the curiosity of special talents to obtain intense information about something and their tendency to ask questions, it is seen that they are intertwined with philosophy. However, this thinking structure might be suppressed due to the attitudes of peers, teachers or parents. It is thought that an activity to reveal these skills will also reveal philosophical thinking skills of specially gifted children. In this direction, an analogy-based A "A Journey Into The Phılosophy" activity was prepared to enable special gifted children studying at the Science and Arts Center to develop their curiosity by asking questions and using their knowledge. The aim of the study is to reveal the effectiveness of this activity. Qualitative research method was used through method purposeful sampling. The study group consisted of six students, four girls and two boys, aged 12-15 years, studying at the Center for Science and Arts in the Recognition of Individual Capabilities Program. Data were obtained through semi-structured interview and observation forms. Descriptive systematic analysis was used for data analysis. As a result of the research, it was observed that the participants perceived philosophy as a part of life but they had problems in directing their curiosity and asking questions, but this problem started to change positively after the training program and their awareness levels regarding the influence of Islamic philosophers on Western philosophers has increased; it is concluded that the skills of using philosophical reasoning are improved

The concept of twice-exceptional is used to define individuals who are gifted or talented in one or more domains while having disability, disorder or difficulty in certain areas. This situation has made the definition and acceptance of the concept difficult since giftedness and disability are mentioned together. In order to clarify current understanding of the concept, a conceptual analysis of the term "twice-exceptional" was conducted in this study using Rodgers' evolutionary concept analysis method. Firstly, the epistemological and ontological structure of the concept was discussed. It was seen that the concept was used in different terms in literature such as "twice exceptional", "dual exceptionality", "gifted with learning difficulties", "gifted handicapped". Instead of looking for an alternative term for the concept, existing studies were reviewed and the characteristics of the concept were tried to be revealed. Although the concept has been used for almost four decades, its implications date back to gifted studies addressing learning difficulties a century ago. It was later associated with Asperger's Syndrome, Attention Deficit and Hyperactivity Disorder, Autism Spectrum Disorder and other deficits. It was concluded that definition and characteristics of relevant concepts of twice exceptionality such as giftedness and disability have changed over time, which has also affected the evolution of twice exceptionality. Therefore, a clear definition or sharp boundary of the concept cannot be claimed, but its importance has been revealed by the field studies which also contributes to the further development of the concept.

Özet-Bu makalede, üstün zekâlı çocukların genel gelişim özellikleri yanında, ahlâk duygusu, ahlâkî muhakeme ve ahlâkî duyarlılık kavramları çerçevesinde ahlâk gelişimleri incelendi. Şimdiye kadar bu konuda Türkiye'de alan araştırmalarına dayalı herhangi bir çalışmanın yapılmamış olması dolayısıyla Batı'da yapılmış literatür tarandı ve söz konusu araştırma sonuçlarından hareketle üstün zekâlı çocukların ahlâk gelişimleri hakkında bazı tespitler yapıldı. Üstün zekâlı çocukların yaşıtlarına göre daha erken yaşlarda ahlâkî duyarlılık sergiledikleri, ahlâki yargı düzeylerinin daha üst seviyede gerçekleştiği ve daha yüksek ahlâkî potansiyele sahip oldukları tespit edildi. Çevrenin olumlu ya da olumsuz özellikleriyle insanlığın hem faydasına hem de zararına olabilecek şekilde gelişme potansiyeline sahip olan bu üstün özelliklerin ancak dikkatli ve özenli bir eğitimle olumlu yönde geliştirilebileceği ifade edildi.