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In this paper, a number of ideas related to distance education and its role in teaching and learning are considered. Although these considerations have been made principally with highly able students in mind, our aim has been to generalize the possibilities of curriculum diversification and flexibility for all students be they highly able or not. It is true that the most capable students have special characteristics regarding the way they learn, which are obvious. No less obvious is that if we heed the principals which govern the teaching-learning process, all students should benefit from learning at their own pace, frequent evaluation, prescriptive teaching, etc. These are all characteristics of good teaching. Perhaps, for this reason, it would be fair to state that when teaching highly able students is taken seriously, the whole school benefits. The paper ends with some specific considerations on the distance education model which is followed by CTY Spain, a charter member of the Johns Hopkins Center for Talented Youth International, a center which is highly recognized throughout the world for the instruction of highly able students everywhere. [ABSTRACT FROM AUTHOR]

The paper establishes a relation between the philosophy didactics and the philosophy of education, trying to prove that there is, in fact, many authors believe, a relation between both. Not because philosophy implies always, like some authors think, a certain kind of teaching, but only when teaching learning of philosophy corresponds to the nature of philosophy and to its specific demands. Wich means that a philosophy didactics, that corresponds to the nature of philosophy, presupposes a philosophy of education in wich the education is not philosophic at all. In that case, and only in that case, there is a philosophy of education on is most noble aspect, the one that philosophy demands and presuppose but rarely honours. [ABSTRACT FROM AUTHOR]