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A Message from New Zealand…

21 Nov

Back from NAGC in Charlotte, and intending to post a blog about the final panel of this year’s convention, I am instead sharing what Rosemary Cathcart (the newest member of the Columbus Group, whose Reach Education online course won an award this year from NAGC’s Professional Development Network–and who flew from the other side of the world to receive it) posted in NZ yesterday. This message is needed around the world wherever people assume that giftedness is not innate to the individual, and equates with achievement.

“I can do it. Anyone with persistence and hard work can do this.” 

Is mindset a basic truth, or a damaging fallacy, or simply muddled thinking? How does it really relate to giftedness?

[First posted on the tki gifted community forum (New Zealand) on November 20 2017]

There has been a good deal of discussion on this site in recent days about Jo Boaler’s concept of mindset, and it’s evident that many people are feeling somewhat confused about this whole subject, and just where it fits in relationship to giftedness

That’s very understandable. We all know that some degree of effort is required to master any skill, from the simplest to the most complex. We all know this from the daily experience of our own lives. It’s true for every human being, and as David Attenborough and other wild-life experts have shown us, it’s also true for every animal and every bird on this planet. Even insects and spiders: as the story of King Bruce and the spider reminds us, mindset is hardly a new human discovery. Not only practice but the will to maintain that practice until competence is reached is a fundamental life skill for all living creatures.

It’s also true, of course, for gifted individuals. They are not somehow exempt from the universal need to practise to achieve. They too need persistence to keep going when success or competence does not come immediately or easily.

So what’s the issue?

Jo Boaler’s argument is that the stronger the will and the more sustained the effort, the higher the level of competence eventually reached. Because, as a general statement, that’s demonstrably true, she has gone on to claim that this somehow disproves the notion of giftedness. Her assertion is essentially that what we call giftedness is just people who’ve tried harder and longer and with more persistence to achieve. The implication is that any individual who has the will and the determination  – the “grit” to use the term commonly applied – can reach a gifted level of performance.

But here’s the flaw:

Achievement is dependent on two qualities: sustained effort–AND innate ability level. This latter reality also sets boundaries to what can be achieved.

Perhaps it takes an extreme example to best show how thoroughly misleading Boaler’s argument is. At the NAGC convention I’ve just come back from, Stephanie Tolan in a presentation on asynchronous development spoke of a child aged less than four months who was already talking in groups of up to three words and who was able to greet a surprised visiting doctor by saying “Hello” as he peered over the edge of the cot. As Tolan said, this child’s hugely precocious speech can hardly be put down to months or years of practice or “grit”! (As a matter of fact, I myself have a niece who was speaking at four months – it happens, generally leaving parents feeling thoroughly gobsmacked and wondering “What on earth do I do now???”).

You and I, as people who work with gifted children, also know this from our experience with them, even if not quite to that extreme. We see the child who not only grasps concepts so much more fully than age peers but who generates questions which go far beyond the boundaries of the regular curriculum. Routinely we find ourselves working in an entirely different conceptual landscape from that of the regular classroom. (I’m thinking, for example, of a local four year old who wanted her kindy teacher to explain the difference between infinity and eternity…..).

You and I also see how gifted children are often denied recognition, not only of their innate ability, but also of their need too for sustained practice. Regular school work just doesn’t require the effort, the sustained struggle, that builds persistence. It’s a double whammy for them, and Boaler’s misguided attempt to make all human beings fit the same simplistic model seriously compounds this issue.

Why did the mind-set theorists get it so wrong?

My own guess is that the underlying issue here is the narrow focus Boaler and the mind-set people and also the talent development people and all too often our school systems have on quantifiable achievement. If what primarily matters about a child is how far up the scale they can get, then you simply don’t have that depth of understanding which would enable you to recognise the complex inner experiences which shape the responses of the gifted child and which so significantly differentiate those responses, not just in quantitative ways, but in fundamental nature from those of most age peers.

It’s not, and it never ever has been, about one child being “better” than another. It’s about recognising and celebrating the wonderful and exciting diversity of human ability and accomplishment. Don’t you agree?

 

Dr Rosemary Cathcart
Director, REACH Education
www.giftedreach.com 

The Value of Challenge

15 Jul

 

Almost all parents of highly to profoundly gifted children know quite well that one of the major difficulties in their children’s education is a lack of appropriate intellectual challenge. When Leta Hollingworth suggested in the first half of the last century that highly gifted children waste most of their time in school and profoundly gifted children waste almost all of it, she was making it clear that the primary challenge for these kids in most school situations was boredom. There was little or nothing for their active, questing minds to engage with, little challenge from which to grow and develop their knowledge base, or discover new ideas and to evaluate them, or to learn how to come up with and best express their own important thoughts and judgments. No challenge.

In a blog post entitled “The Right to Struggle,” The Gifted Development Center’s Dr. Linda Silverman poses the situation as a matter of civil rights. “How are egalitarian beliefs served by teaching a student what he or she already knows? Effort is kindled when students wrestle with new concepts—when they have to struggle to learn. Gifted education specialist, Carol Morreale, said that when we give gifted students the same work as all the other students, we deprive them of the right to struggle to learn.” [italics mine]  http://www.gifteddevelopment.com/blogs/bobbie-and-lindas-blog/right-struggle

This lack of challenge or “struggle” is clearly shown in the answer a profoundly gifted teenage girl gave in 2012 when Patty Gatto-Walden and I asked Yunasa campers to respond to a speech made by the then President of NAGC, advocating a move away from the idea that “giftedness” is an innate difference.

“…I started ninth grade when I was twelve—and … there was another girl a couple months older than me who was also starting the ninth grade…the main difference between us is that she was working really, really hard to maintain good grades at the ninth grade level at age 12. She was having a real struggle, she was constantly having to do homework, she had to put a ton of effort in. Whereas, I was sitting in all my classes daydreaming because I still wasn’t being challenged—because the way traditional curriculum is taught doesn’t hold my attention, so I always thought there was an extreme difference between [us]. …seeing this girl’s experience compared to mine when we were the same age in the same grade, …I didn’t really understand much about giftedness, but even at that point I thought, ‘This doesn’t really seem like the same situation!’” (Gatto-Walden & Tolan, 2012 presentation at NAGC)

None of this will surprise parents of highly gifted children or the teachers who understand and work with them to provide either acceleration or intense levels of enrichment (or both) to give them worthwhile learning experiences in school. They need to encounter real challenge.

But today I want to take this idea of the value of challenge in a different, and maybe new-to-most readers, direction.

Bear with me. When I was a child we kids were sent out in good weather to “play outside” and told to be sure to come home by dinner time, or when the streetlights came on. My husband’s and my boys (the next generation kids) were also allowed to go out and play on their own. It was what kids did! They rode bikes or roller skated, played games, invented games, pogo-sticked, walked to parks, libraries, playgrounds. In my case the kids on my block explored the shores of Lake Michigan, across the street from my house. Kids without adults, just being kids.

But something changed in 1979 when our youngest had just turned seven. Six year old Etan Patz, walking the two blocks to his school bus stop in New York City by himself for the first time, disappeared. What followed across this country was the launching of the missing children movement, the practice of putting the faces of missing children on milk cartons, and the idea that all children must be taught about “stranger danger.” Even though we lived in a pleasant residential neighborhood in Cincinnati, Ohio I remember following the official advice to get our son “dog tags” to wear with his name, address and phone number. Of course, he knew that information himself and could perfectly well find his way home on his own, but news broadcasts reminded parents steadily that “something might happen” to children to keep them from being able to do that. That “something” that loomed over all of us was whatever had happened to Etan Patz. Eventually, of course, the world learned that he had been murdered by a mentally ill neighbor.

But something fundamental had changed in our culture. Over time parents came to think that whenever their children were outside their homes “unsupervised” by an adult they were actually in danger of being hurt or killed by a stranger. Though some (or many) parents knew how rare such events really were, they were still plagued by a fear that such an “almost-never-happens” catastrophe might happen to their child. And it would have been their fault…

Now, closing in on four decades later, parental fear has grown and spread from the possibility of kidnapping or murder to a huge variety of unpleasant experiences that children “need” to be protected from. The media (social and otherwise) bring us a steady diet of warnings, and examples of dangers children may face on a daily basis. And given that highly and profoundly gifted children are often unusually sensitive and different enough to be frequently bullied, they may seem to be especially vulnerable.

It is this constantly growing fear that has created the phenomenon known as the “helicopter parent.” The image this term conjures may seem extreme enough that most parents don’t see themselves this way, but it can be hard to avoid some of the over-protectiveness it suggests. That over-protectiveness has spread beyond individual parents to our society itself, so that neighbors and even strangers have been known to contact police to report children going to a park, a library, even sometimes on their way home by themselves, without an adult to watch over them. It is in response to this level of concern that the “free range children” movement was started to bring childhood at least a little closer to what it was when I was growing up. But the phenomenon of helicopter parenting does not appear to be greatly affected by this press for greater freedom. Usually starting when children are quite small, over-protection continues these days into high school and college.

Recently, my grandson (who starts high school this fall) was talking to my son about where he might like to go for college. Son told grandson that out of state tuition for his first choice university was wildly expensive. “That’s okay,” grandson said, “you and Mom can just rent an apartment there and I can take a gap year and live in the apartment so I can become a state resident.” There followed, of course, a brief and realistic financial discussion!

When I learned of this conversation, I pointed out that I’ve been hearing about helicopter parents who rent an apartment for themselves in the town or city where their child goes to school (in some cases may even buy a house!) so they can live close enough to help their son or daughter choose classes, to feed them, do their laundry, meet all their professors, and arrange regular conferences with any who fail to give the child acceptable grades, etc. My son just shook his head. “In this family we are all looking forward to the time this kid goes off on his own!”

So when I was recently talking to a young woman whose job it is to counsel students who are having difficulty adjusting to college (of which there are apparently an ever-increasing number), I asked if this issue of parents taking up residence in the same town was something this particular school had to deal with. “Not just in the same town! There are mothers who move in with their kids—sometimes even in the kid’s dorm room.” It was in that startling conversation that I first heard the new term, snow-plow parent. “These parents don’t just hover over their kids,” she said. “They go in front of them in everything they do to make sure the kid doesn’t encounter any obstacles of any kind. It’s practically an epidemic!”

These conversations got me to thinking about the whole issue of learning and challenge. For a number of years employers have been reporting that young men and women newly out of college (or even prestigious and challenging graduate programs) seem unable or unwilling to take responsibility and make decisions for themselves. When given a task typical of the job they’ve been hired for they need far more support in figuring out how to do it than earlier generations did. “They want and expect—in fact need—someone to lead them by the hand, tell them what to do and how to do it, and then keep an eye on them to be sure it gets done.” I’d like to think this doesn’t apply to highly or profoundly gifted kids, but given some of the top schools these young people graduated from, one wonders.

So I decided to write this blog in order to ask  parents the question “What, if anything, might you change in your parenting methods and strategies if you treated your children’s need for life challenges the same way you treat their need for intellectual challenges–as a valuable, even necessary aspect of their development as human beings?”

Years ago I gave a talk at NAGC called “The Problem of Pain,” which was later published in the CAG Newsletter in California and is included in my 2016 book Out of Sync. [https://www.rfwp.com/book/out-of-sync-essays-on-giftedness] The piece provides what I call a “Nifty Tool Kit” for helping one’s child cope with pain. It is difficult for any of us to watch our children suffer physical, emotional or psychological pain. We tend to want more than anything just to take it away. Fix it. Find a way to keep it from recurring. But no one gets through life without pain. Reaching adulthood without developing any strategies for coping with it is not a benefit.

Don’t get me wrong. I’m not advocating pain. I’m not a believer in the adage “no pain no gain.” There are many ways to learn important life lessons from positive experiences. And by life challenges, I don’t mean only those that bring pain. It is a challenge to choose a major, a challenge to fulfill an obligation one may have undertaken without fully understanding the work involved, a challenge to walk away from a relationship that is forcing one to camouflage one’s real self, and a challenge to stand up for oneself when one has been judged unfairly. And it is, of course, a challenge to begin accepting responsibility for one’s actions and choices. Those are all part of learning to be a fully functioning adult. And here’s one that highly to profoundly gifted adolescents often struggle with—a challenge to discover not just what one can do, but what gives one joy in the doing.

Life—for everyone—includes difficult challenges like loss, grief, loneliness, uncertainty, disappointment, mistakes and bad choices. If their parents constantly rush in to “fix” any uncomfortable situation, or remove any and every obstacle children or adolescents might encounter, how do they develop the kinds of coping strategies that will be essential in the rest of their lives? We insist that children need to learn at or near the top of their cognitive capacity so they’ll have the intellectual tools they’ll need to reach their potential. It’s equally important to let them stretch themselves to contend with the difficulties they encounter in their personal lives.

Parenting is difficult and scary, and parenting out of sync kids is no walk in the park. We don’t have “owner’s manuals.” We do the best we can. I’m certainly not suggesting you abandon your child in the face of difficult life experiences! I’m suggesting only that you consider that question I asked earlier:

“What, if anything, might you change in your parenting methods and strategies if you treated your children’s need for life challenges the same way you treat their need for intellectual challenges–as a valuable, even necessary aspect of their development as human beings?”

Out of Sync

21 Mar

Announcement, announcement!OOS (Imagine a flourish of trumpets!)

On March 3, 2016, my new book, Out of Sync, Essays on Giftedness came out from Royal Fireworks Press, the publisher that brought the Columbus Group’s book Off the Charts to the world. Here is the link where you can check it out (and also buy it):  http://www.rfwp.com/book/out-of-sync-essays-on-giftedness

This book is both new and old, because it’s a collection of my writings that have been published over more than three decades. Many, though not all of these pieces have been available for a number of years on my website, www.stephanietolan.com . Consequently, some of you will have read some of them already. That’s the “old” part. The new part consists of an introduction to each piece that provides a personal and cultural context.

My journey as a parent led from my husband’s and my concerns about our son’s schooling to concerns about American education, the definition and meaning of giftedness itself, the complexities of human intelligence and the reaches of the human mind, as well as how the differences we call giftedness affect one’s whole life trajectory. These are some of the subjects I’ve written about over thirty-plus years as my life and focus changed, in essays that are included in this book.

Unusually bright children are “out of sync” developmentally from birth, and will remain out of sync in one way or another throughout their lives, but they will only be children for a short time (one that can seem long in the midst of it, but like the blink of an eye at its conclusion). So in this eye blink from my perspective (1982 to the present) many parents who found my work helpful when coping with giftedness in their children (and themselves) have taken a journey from worrying about play dates for their kids to helping them choose graduate schools, or plan weddings. And yes, some are now becoming grandparents to a whole new generation of out of sync kids.

Sadly, the “old” stuff isn’t out of date, as I so wish it were. The same issues keep coming up. I see daily on social media questions from parents just beginning this journey that are exactly the same as the ones I faced and then worked (and wrote) to help answer. Last spring at a state gifted conference, I asked the audience of teachers and parents how many of them had read “Is It a Cheetah?”—my single most well-known piece, and the one I’ve been told has had the most success convincing educators that there really is a need to provide different nourishment for the different beings in their care. Only a few hands in that audience were raised, and it occurred to me that a new generation of parents and teachers is embarking on this journey who haven’t found the “old stuff” that can continue to provide a helpful guide to the obstacles out there, and some useful answers to the same old questions.

So that’s why this book—now one can get the pieces that readers have told me were the most helpful to them in one slim volume. (And BTW, the feet in those out of sync socks on the cover are my own!) Yes, I’m still out of sync, too.

Repeat:  http://www.rfwp.com/book/out-of-sync-essays-on-giftedness

 

 “The flowers and the candles are for protection.”

18 Nov

flowers-candlesI myself was protected last weekend by being out of touch with television and the social media at the NAGC convention in Phoenix.  I was lucky enough to see not a single image from Paris until I got home on Sunday night, by which time memorials had sprung up at every site of the violence.

The title of this post will be readily recognized as a quotation from a video interview that went viral—with more than 14 million views on social media. In case you haven’t seen it, a father and his very young son were being interviewed in Paris at one of the sites where those lost in a bombing on Friday were being memorialized with banks of flowers and hundreds of candles.  The boy was very much afraid of the “mean people with guns.”

“We have flowers,” his father told him. The boy began to protest about the effects of mere flowers, but the father assured him that they were protection. Flowers and candles. The boy looked for a time at the banks of flowers and candles, and gradually his face relaxed. “For protection,” he repeated. When the interviewer asked if that idea made him feel better, he nodded. “I feel better,” he said.

In a powerful way, that father was right. The purpose of the terrorists is to spread fear, and at first, for that child, as for so many others, they had succeeded in their mission. The little boy wanted to move to a new home, a place safe from mean people with guns. “Paris is our home,” his father told him, and said that there are mean people everywhere. But in telling him that the flowers were protection, he showed his son the absolute truth that there are many people—vastly more than the paltry number of terrorists on this planet—who care.

Fred Rogers (of Mr. Rogers’ Neighborhood) said that his mother told him when he was a child and upset (as so many sensitive kids are) about news from some disaster, that instead of paying attention to the disaster, he should “watch the people who come to help—there are always people who come to help.”

A great many of the children we work with and care about are deeply empathic, feeling the pain of others, and easily overwhelmed by news of man’s inhumanity to man, of images of what “mean people” do in the world. How do we help them (and ourselves) deal with the chaos we see around us? Far more dangerous to a child than the possibility of a terrorist attack is an ingrained fear of other humans and a world of random violence. How do we protect them from the terror that is being purposely unleashed in our world today by people who themselves are terrorized by what they perceive to be massive world powers ranged against them?

By seeing, really seeing, under, over, past and around the images of death and destruction that the media insist on pouring into the atmosphere of this interconnected world.  By focusing on the vast majority—on the helpers, on those who bring candles and flowers.  We can think of every candle as “the light of truth” and every flower as a symbol not just of love and caring, but of the beauty of life itself.

When fear is being ratcheted up around the world not just by the terrorists and their guns and bombs, but by the news media that continually push those images on us, warning us that this sort of horror could happen anywhere at any time we can focus differently, and use our very good minds to support us. The numbers are on our side!

There’s an Allstate ad that says, “Man-eating sharks live in every ocean, but we still swim. Lightning strikes somewhere in the world, but we still play in the rain. So many things can happen. However, bad things in life can’t stop us from making our lives good. People live for good…”

While we tend to think of insurance companies intentionally frightening us to get us to buy their product, consider for a moment the principle on which that industry was created in the first place—that there is more “daily life” than catastrophe.

At this time in the history of the world our countries still respond to guns with guns, to bombs with bombs, to killing with killing.  But that father, pointing his son’s attention toward the flowers and candles, was giving him more protection than any gun or bomb ever could, by showing him that there are more people who care than who kill.  More people who help than harm.  He is giving his son faith in the deep, natural tendency of humans to help each other, and softening his fear.  It is fear the terrorists want, fear that becomes a deadly viral infection if we can’t look away from the killing and focus on the caring.

When parents ask me how to protect their super sensitive children in a chaotic world, I tell them to focus their own and their children’s attention on what there is to be grateful for, to notice every sign of life, of love, of caring. The more we look for it, the more we see. We need to know that what we pay attention to expands in our world. Yesterday in an article written long before these most recent attacks, I encountered a quotation attributed to Plato:  “Even the God of War is no match for love.”

Notice the flowers and the candles.

No Less Than the Trees and the Stars

7 May

In the more than thirty years I have written and spoken about the needs of gifted children and adults, I have shared a lot of my personal life. But after the last piece I wrote for this blog (December 2012) that life began to disintegrate, as did my ability to turn it into anything that would seem helpful to other people. Between April and July of 2013 I lost my husband of 49 years and the oldest two of our four sons.

Shell-shocked, I withdrew from the world except for a few obligations: Yunasa, the Institute for Educational Advancement’s camp for highly gifted kids and speaking as a member of the Columbus Group about Asynchronous Development at the World Council’s Conference in Louisville.

At that conference the argument between those (like the Columbus Group) who focus on giftedness as a developmental process innate to out-of-the-ordinary individuals (the child-centered view) and those who perceive giftedness as achievement leading to success, fame, fortune or eminence (achievement that is at least theoretically possible to anyone willing and able to work hard enough to beat out the competition and collect the rewards) suddenly seemed both especially virulent and especially ludicrous.

As I drove the eight hours home from Louisville, the positions within that argument and my whole history of writing and speaking about the gifted began a kind of slow dance in my mind and heart with the three lives in my family that had just ended. Something fundamental in my way of looking at the culture within which we live, was changing—had changed. It has been many months since then, but it feels as if I may have grasped enough of the change now to share it—I’m still a writer, after all, and this is what I do.

Always before, as I thought and wrote about the needs of gifted children and adults, I envisioned, as maybe most of us do, life stretching out from birth to something akin to infinity. Never mind that all of us claim to know the certainty of death. We tend to be woefully unprepared for its visitation. It shocks us with the cessation of a process we cannot somehow grasp as “finished.” We are left picking up shattered fragments of some picture that there just wasn’t time to complete, trying to decide what its meaning can have been now that it is over—there are no more choices to be made, nothing to add, no new turning or opportunity to watch for. What meaning was there, and how much of that meaning had to do with racking up awards or recognition, financial success or lack of it, children to carry on a name or a family vision? Consider these three lives:

Life Number One

When we were married in 1964 my husband was a professor of theatre with three sons, ages 2, 3 and 4. He was in the process of completing his doctorate and we expected to build a nice, secure future in academia. Six years later, when the structure of the academic world began to constrain his creativity, he left college teaching for the uncertainties and risk of work in the professional theatre. It was amidst those uncertainties that our son, the fourth Tolan male, was born. Over time, through plenty of ups and downs, my husband became well known in the regional theatre world as a director, manager, producer and idea person, and he went on teaching from time to time. Actors tended to love working with him. Though he eventually retired from both directing and teaching, the young actors he had worked with in his early years still regularly appear—as senior citizens now, of course—in television, film and theatre. At his memorial service many people (both actors and former students) told of how his faith in them, his ability to spot, encourage and trust innate talent, and his passion for sharing his love of theatre had helped to shape their careers.

Life Number Two

The first born son was a clear example from early childhood of the gifted, hard-working, disciplined and organized achiever. With a clear view of what he wanted in life, he moved steadily and successfully through his many years of education, took on the financial burden of a superior medical school, studied abroad, and became an eminent pediatric infectious disease specialist, researcher and educator, widely known and steadily published in the major journals. He was brilliant, but also caring enough to give his cell phone number to the families of his patients and to his colleagues alike. His much sought-after advice was available 24/7. When he suffered a sudden cardiac arrest in July at the age of 52, he was working at three hospitals and well on his way to being nationally recognized as one of the clear leaders in his field. The often repeated message delivered at his memorial was that it would take many individual doctors now to fill the gap his death had left in his field.

Life Number Three

The second son (age 51 when he succumbed to esophageal cancer in April) was a caring “people person,” who seemed, from earliest childhood, “allergic” to competition. Always available to lend a hand to someone in need, or to rescue an animal and provide it a home, he majored in Religious Studies and Political Science at Indiana University. While working in food service during high school, he had discovered a love for cooking, and after college (following his father’s example of daring to follow a dream that did not guarantee either financial or job security) opened a restaurant—a time he often said was the happiest in his life, cooking good food for hungry and appreciative people. After an economic downturn that resulted in his restaurant’s closing, though he found a variety of ways to be of service, he never managed to get a handle on worldly success, let alone fame or fortune. A cousin, however, once called him the kindest person she had ever met. In the varied work he did over his lifetime he was loved and admired by the people whose lives he touched.

What would the argument about innate gifts vs. worldly accomplishment have to say about these three lives? All three showed the sort of asynchronous development typical of the gifted in the Columbus Group frame of reference. But which of them would the world have recognized as gifted? And which of them would claim the term for themselves?

I ask now, what, finally, does it matter? Life matters. Individuals, in all their complexity, matter.

As for whether a person, looking back on his life, would consider himself a “success,” no one else could possibly know. For everyone life is a series of peaks and valleys. What looks like a valley of failure from the outside might be felt as one of life’s greatest successes once survived and moved through. And some of the peaks of success as viewed from the outside might have felt barren and meaningless once achieved. Achieving “success” must finally have to do with the individual’s own goals, wishes, dreams, visions and passions.

I recently sent a message to Scott Barry Kaufman, author of UnGifted (a book with two subtitles: “Intelligence Redefined” and “The Truth about Talent, Practice, Creativity, and the Many Paths to Greatness”) to congratulate him on the book and tell him that I think his definition of intelligence, is the best and most inclusive I’ve ever seen. But that second subtitle takes me back to the cultural worldview that 2013 shattered for me irrevocably. “Paths to Greatness.” Hiding there is that cultural sense that an individual’s worth has to do with finding a path to recognizable achievement: greatness. It is not just that we think of ourselves as “human doings” rather than “human beings,” it is that we want or expect ourselves and those we care about to do something others would recognize as “great.”

We’ve all heard the saying that life is a journey, not a destination. And yet how many of us live each day of our own lives as if that were true, looking for meaning and joy in the steps of the journey, open to our own loves and passions, trusting that whatever someone else may say of us, however someone else judges us, we both know and value who we are in ourselves?

And which way of looking at life are we sharing with the children we live or work with?

When Guiding the Gifted Child was published way back in 1982, it included the poem “Desiderata” by Max Ehrmann. (I don’t remember for sure, but suspect it was Betty Meckstroth’s idea to include it.) A bit of that poem is what I want to share here: “You are a child of the Universe, no less than the trees and the stars; you have a right to be here.”

If we are to have something truly worthwhile to offer children, it seems to me it needs to be not just child-centered (yes, we need to see them as who they are, not who we expect them to be or become), but life-centered. We humans have vast individual differences, which is, arguably, how we have survived on this planet as long we have. As I said at the end of my cheetah piece all those years ago, life here operates on the principle of bio-diversity. Every difference has a place. Every life has meaning. Every life.

Will it be a meaning the children themselves will be able to recognize and value? Are we supporting them in that? Do we even know how to support them in that?

I suspect it has to start with the assurance that each of them has a right to be here, has a value to the larger story of humanity on Earth, no matter how like or unlike others they feel they are, whether they feel they fit or not, and no matter how long or short their time here may be. They surely need to see themselves as the hero of their own story. They have an innate right to make their own meaning of it, starting with who they are and what they love. What they do with that should grow from it, not be imposed from outside, or chosen to provide some external proof of their worth.

What can any other success or label, fame or fortune offer? If their story should end tomorrow, what will it have meant?

Off the Charts On Its Way!

11 Dec

OTCFCBreaking news!  I have been reliably informed that Off the Charts, Asynchrony and the Gifted Child  will begin shipping today.  

Those of you who have already ordered your copies will have them soon—those of you who haven’t, can order them now, secure in the knowledge that they will show up soon.  They can be ordered at www.rfwp.com 

In case you missed earlier descriptions, this book—19 chapters from 14 authors—covers the phenomenon of asynchronous development in the gifted (there’s a chapter about asynchrony in adults and one about the asynchronous family) from many perspectives.  In the twenty years since the Columbus Group brought the term asynchronous development into the field as a definition of giftedness from the inside, many people have written about it, many of them considering asynchrony primarily as the uneven development often seen in gifted children, or the “many ages” of gifted kids.  But it is much more complex than that.  It has to do with a fully outside-the-norm mode of experiencing life–a different quality of awareness.  The gifted are not just different from those in the center of the proverbial bell curve—they are different from each other and may even, as they develop, become extremely different from earlier versions of themselves. 

I’m one of the editors of this book (the primary editor is Christine Neville), as well as the author of two chapters and co-author of one with Michael Piechowski (another of the editors), and I have to say that it is one of the most important books you’ll encounter if you want to gain a greater understanding of the beingness of gifted individuals, and how that beingness (in interaction with their learning and living environments) affects their ability and motivation to achieve.  

Even firm supporters of the talent development approach to educating the gifted need to understand the complexity of experience that lies behind the unusual specific abilities we call talents if they are to support and encourage their development.  Giftedness and talent may not be precisely the same thing, but they are often inextricably combined.