It has been very humbling for me to attend a drawing class with my teenage daughter. The instructor tells me that it is harder for me (the old one) to see the pear we are drawing because my mind wants to draw what it thinks a pear looks like. Look for form he tells me. Recognize and mark the edges. Notice the shadows and the light. Consider values as you begin to shade it in. Two hours and 20 sketches later, I think I am making progress. When I get stuck in my “way of seeing” he will ask if he can take a turn and I watch to see which forms he draws, where he makes his marks and how he approaches shading. I am startled to see things on his picture that I hadn’t seen myself and when I look back at the pear, I realize they were always there. How could I have missed it? He tells me that he has been learning to see what he is drawing for years.
Having worked with gifted children for 14 years of my career, I have come to understand that for many it can be hard to “see” children who are gifted. There are plenty of archetypes that that can inform understanding as well as varying definitions that can predispose us in a particular way and so it isn’t surprising when people are confused or frustrated by what it means and doesn’t mean to be labelled “gifted”. I was reminded of this the other day when a colleague sent me a link to the video Rethinking Giftedness. In it, Stanford students reflect on the impact the gifted label had on them, and their responses were primarily negative. The video makes a very compelling argument about the danger of labels for both students who are gifted and those who are not and it is easy to be drawn in to the argument that we should focus on a growth mindset as opposed to gifts which makes perfect sense…if you think giftedness is about achievement.
It is important to note that I do not doubt the veracity of the statements and observations shared by the students in the video, in fact I applaud their courage in sharing their insights. Their struggles are very real and I have seen them reflected in many of my students. Part of what I try to do is help students understand what giftedness is and what it is not because many of the students who are referred to me are referred because they are struggling; the label simply gives us some insight into what might be the nature of that struggle. But if they or the people in their lives don’t understand the many “forms and shades” of giftedness, the label can create all kinds of problems. Does that mean we should stop identifying and supporting these children? If we don’t “identify” the giftedness they can often be “misdiagnosed” with other labels: behavior problem, superstar, rude, immature, rocket scientist, arrogant, brainiac, annoying, intense, over-emotional, lazy… many of which I know can be just as problematic and fail to “see” what might really be going on. Having the label gives us another way of “seeing” them, if we understand what the label means in all of its complexity. But there is a point in the film that is well made- the label should not be the identifier. Children who are gifted are first and foremost human beings, just like everyone else, wonderfully unique in their own individual way, who may or may not be achievement oriented.
For other insights into misdiagnosis, please check out some of these fine posts here or click on the link below:
There is a wonderful line in the 1998 movie Ever After when the Prince Henry, as he reflects upon his responsibilities as future king, says something to the effect “But if I care about one thing, I’ll have to care about everything…” It is a line that continues to resonate with me, years after first hearing it. The mind that connects an entire universe to the fluttering of a butterfly’s wings knows that engaging in that one thing may not be as simple as it appears.
I ponder if sometimes “I’m bored,” is not so much a statement of one’s state of mind as putting off or pondering which universe to dive into.The one you can manage? The one that will feed your soul? The one that might just swallow you whole? Or the one that won’t lead you into what can become inevitable burn out as you attempt to explore it in its entirety? When this universe jumping is coupled with a deep sense of caring, careful consideration is crucial or burnout is inevitable.
As I get older, I find I can distinguish between them a little better but that was not always the case. Plus, it can be hard to make any kind of decision, let alone the right one, if I get distracted. And there are a LOT of distractions.
So perhaps being bored, is not such a bad thing, especially when there are options to consider. Sometimes the distractions can help us find our way but I am always surprised where my and my children’s explorations will take us when we get the chance to be bored and aren’t focused on keeping ourselves distracted. Summer is a great time to “let go” and occasionally get bored as well as distracted but by the time it ends, we tend to get a better idea of what thing will not only connect us to everything, but feed our soul and perhaps not swallow us whole. (*Spoiler Alert: by the end of the movie Prince Henry is building a university and fraternizing with gypsies…)
For more perspectives on boredom and burn out from an amazing group of bloggers, follow this link or click on the icon below!
Google the word “overthinking” and you will find advice from how to stop obsessing about your latest crush to ways to make a decision when you are worrying too much about getting things “wrong”. Overthinking can not only be agonizing, but it can stop us in our tracks as we perseverate over a decision, a seemingly insignificant incidence or a project that we must complete. But does overthinking always deserve the bad rap that it gets? If we look at the work of psychologist Kazimierz Dabrowski regarding the role and importance of contemplation in self-education we get a different perspective on this topic as well as some unique insight into how to support the overthinker in your life.
In his book, Personality Shaping Through Positive Disintegration, Dabrowski wrote about the conditions and aides for the facilitating the development of personality. While I hesitate to simplify his very broad work into the many aspects of personality development, I think he did caution us not to underestimate the importance of contemplation in the development of who it is we would like to become in the face of the world we encounter.
What are a couple of examples of contemplation that he shares? A young child insisting on “doing it by themselves” and digging in their heels over what appears to be a simple task might be an early signal of this desire to shape oneself. Who knows the thought process that might be going on as they stand up in defiance? The teen agonizing over what might seem insignificant, retreating into their room for an inordinate amount of time might signal another essential part of this journey. Understanding one’s inner thoughts and guiding values requires contemplation; time and space where one can consider the demands of the world and work out one’s principles of action. Try as we might as educators or parents to “solve” or “simplify” the situation, it is important to remember that self-education through contemplation and solitude are key aspects in the development of personality even when we see what appears to be anxiety and obsession. Yet that doesn’t mean that we leave them completely on their own.
Dabrowski referred to a number of “aids’ that facilitate the development of personality that support the contemplation process: access to libraries, museums, theaters and scientific institutions. Dabrowski was drawn to and moved by the works of great artists like Michelangelo, Van Gogh, Camus, Faulkner and Ghandi and believed that exposure to new ideas, thoughtful discussion and creative works can often stimulate not only personality development, but one’s own creativity. Learning about the lives and thoughts of these “greats” gives perspective and can demonstrate how many of these individuals struggled to find their unique voice or contribution.
Dabrowski also highlighted the importance of an adviser. Someone with an understanding of philosophical and psychological development as well as a clear ideal and hierarchy of aims for his or her own personal development. An adviser should know their own shortcomings and acknowledge that they are also on a journey of becoming. A relationship built upon mutual respect and understanding of what it means to live to your highest values can make a big difference in how we navigate our difficult inner world. (pp. 149-153) *It is important to note here that Dabrowski dedicated considerable time in the book to who would be a good adviser with the understanding that there are several levels to personality development and degrees of anxiety. Some can be supported by teacher or parent mentors while others may need the support of professional psychotherapists.
So is overthinking always counterproductive? I know that many things that have kept me awake at night have eventually found their way into my resolve to do things differently next time. Overthinking often signals something that is out of alignment and it takes time to figure out what that is…sometimes days or even longer. As I begin to overthink this particular post and whether it has met its aims I realize that this is but one perspective…it’s a good idea to check out more thoughts on this topic from my fellow bloggees at April Blog Hop by clicking on this link or the image below.
I have just started reading Scott Barry Kaufman’s book Ungifted: Intelligence Redefined: The Truth About Talent, Practice, Creativity, and the Many Paths to Greatness. I really enjoy reading books that challenge my understanding and conceptions of giftedness because it is such a controversial label and I am curious to see how others engage with it. With this book just reading the cover intrigues and perplexes me. I am intrigued to see what he means by “intelligence redefined” as someone who not only regularly reviews assessments and identifies students, but works with these same students over a number of years. And I am perplexed by the final phrase in the title “and the Many Paths to Greatness.” This to me suggests, perhaps without intending to, that greatness should be our goal.
The book begins with his own school story, one that he has shared on this Ted Talk entitled from Evaluation to Inspiration. Suffering from a central auditory processing disorder brought on by numerous ear infections as a young child, he was labelled learning disabled and relegated to special education classes until the 9th grade. It was then, that he finally felt “seen” by a substitute teacher which inspired him to advocate for himself thus changing the course of his academic career. Now with a PhD in cognitive psychology specializing in creativity, he explores the world of neuroscience to see whether there are genetic links to creativity and intelligence as well as the connection between nature and nurture. In the first few chapters, he explores the history of cognitive assessments, their limitations and their power to impact the lives of many children. The interplay of many elements; DNA, environment, self efficacy and opportunity all contribute to our future success, as do the many genetic triggers and environmental obstacles that are yet to come. The message to the education system is clear: while the information on tests can be valuable, resist labels and find opportunities to inspire as there are many factors impacting our intellectual and creative growth.
I think what makes the educational journey so difficult for both teachers and parents is that the path to greatness is so personal and undefined and at any moment can spin on a dime. Is success somewhat predicated on the unexpected? Overcoming an obstacle can be a defining moment: would Kaufman be writing this book and conducting this research without the “inspiration” of his school experience? Other obstacles can change our trajectory entirely: my mother compelled to leave her home at fourteen and be schooled in another language, culture and country away from her family. Terry Fox diagnosed with cancer and mobilizing an entire nation while running to find a cure.
One cannot help but have great hopes for the children with whom we share and who will eventually inherit the world and therefore it is good that worry about their education. As parents we fear not doing enough to support them as much as we worry about not expecting enough and so what happens in school can create tremendous worry and have us constantly searching for educational alternatives and “better” ways to teach and learn. Living and working where I do, I know that these intentions drive our system, even though it may not always be visible and may still miss the mark for many. In the Epilogue (yes I sometimes skip right to the back of the book before reading the whole thing) Kaufman goes to see the substitute teacher, now a middle school principal, to acknowledge her for the impact she had on his life on one single day in Grade 9, simply by “seeing” him. Perhaps that is the most important message in his book-the impact we can have on one another when we look beyond behaviors, labels and expectations and see our students and others in the world as they are-full of potential. I am looking forward to reading the rest of the book to see what Kaufman means by greatness and whether that too has been redefined.
Proud to be a part of Hoagies Gifted blog hop. Click on the icon below for more musings on this topic!