Archive for March, 2014

March 28, 2014

From Apathy to Possibility: Scott Barry Kaufman’s Ungifted: Intelligence Redefined

ungifted: intelligence redefinedWhat’s it like to be on the receiving end of well-meaning sympathy for your learning disabilities, accompanied by low academic and career expectations? How does it feel to want to engage in the challenging learning activities that your friends in the gifted class are experiencing, and to be told you never will? Cognitive psychologist Scott Barry Kaufman—scientific director of the University of Pennsylvania’s Imagination Institute—describes his personal journey through special education, and what it taught him about the nature of intelligence, talent, and creativity.

I’ve been thinking and writing about these issues for a few decades, but nonetheless, my copy of Ungifted: Intelligence Redefined is full of underlines and dog-eared pages where I’ve marked research findings, quotes, and ideas I hadn’t yet encountered or thought about in the way Kaufman describes them.  This book gave me fresh perspectives on many important ideas in my field and deeper understanding of many of the foundational concepts, as well as introducing me to research findings I hadn’t seen.

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March 18, 2014

The Wonder of the Ordinary: A Crucible for Creativity, Talent, and Genius

the wonder of the ordinary

Parents can help their kids find their own particular kind of genius by encouraging their sense of wonder in the ordinary. You may or may not want your child to be a genius—an exceedingly rare and extraordinarily high achiever in a particular field—but you can help him develop his intelligence, creativity, and talents, by ensuring he has enough time for unstructured play and daydreaming.

In The Parent’s Tao Te Ching: Ancient Advice for Modern Parents, William Martin wrote, “Do you have agendas for your children that are more important than the children themselves? Lost in the shuffle of uniforms, practices, games, recitals, and performances can be the creative and joyful soul of your child. Watch and listen carefully. Do they have time to daydream? From your children’s dreams will emerge the practices and activities that will make self-discipline as natural as breathing.” 

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March 9, 2014

Protect Your Child’s Playtime: It’s More Important than Homework, Lessons, and Organized Sports

protect your child's playtime

If you want your child to grow up to be confident, co-operative, intelligent, creative, and successful, protect his playtime from all the encroachments of life in a fast-paced, ambitious, technologically wired world.

Playtime is one of the most cost-effective investments a parent can make in a child’s education. It requires nothing more than time, space, and imagination. It does require your faith in her inner strength, her capacity to make her own fun; it requires stepping back and letting your child discover who she is, what she enjoys doing, and the ability to pursue her own interests.

While parental support for learning is enormously important to kids’ success, that can be tragically overdone. Instead of being filled with spontaneous improvisation and discovery, children’s time is increasingly being scheduled by adults and gobbled up by electronic devices. By robbing kids of ample time for imagination, exploration, and collaborative invention, we are taking away essential opportunities for them to develop the skills required for real achievement and fulfillment over time.

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March 1, 2014

Every Child Can Do Math: One Step at a Time, with Patience and an Open Mind

every child can do mathWe all know people who can’t do math. They’re better to take the easy math courses and drop out of math as early as possible. That’s what most North American teachers and parents think should happen, and that’s what usually does happen. The kids become adults who ‘can’t do math,’ avoiding careers they might otherwise be interested in, often passing on their ‘poor math genes’ to their kids.

In his Junior Undiscovered Mathematical Prodigies (JUMP) program, John Mighton has demonstrated that everyone can do math, even kids labelled ‘slow learners’ or ‘learning disabled,’ even those who are many years behind their age and grade in mathematical achievement.

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