Where we can, we use our senses - touch, and sight, and smell and sound - as conduits and amplifiers of beauty and possibility in life. We learn that play and fun are an endless source of rejuvenation and joy, and essential to our well-being. ![]() “The world is so empty if one thinks only of mountains, rivers & cities but to know someone who thinks & feels with us, & who, though distant, is close to us in spirit, this makes the earth for us an inhabited garden.” Being coded as gifted means the child will participate in an enriched curriculum at an accelerated pace. IQ is most often measured during the middle-school years to determine whether a child will benefit from receiving special attention in the classroom. Giftedness is defined as having an IQ in the top 2-3 of the population. We long for relationships and groups where our complex emotions can take root, grow wings, have life. Gifted adults are in the top 2-3 of the population intellectually. We seek to create works of works of imagination which can ably bridge the unconscious and conscious realms and fortify our hungry spirits within. “Don’t be satisfied with stories, how things have gone with others. And Im pretty convinced that asynchrony doesnt ever fully even out, either (see the former sentence). ![]() And while we may learn to cope with our over-excitabilities, they dont go away. Many gifted adults have goals to attain, challenges to cope with or issues to resolve but hesitate to have someone experienced or knowledgeable to help coach them. That means we have a lot of gifted adults out there - parents, grandparents, young adults, elderly adults. We thrive on the stimulus of that learning and on the capacity for the endless associative connections and new insights about ourselves and the world that is birthed. For gifted adults, learning through coaching would maximize their potential since they already have the mental ability to learn complex concepts and skills quickly and to retain them. Welcome and thank you for your interest in this FOCUS GROUP STUDY The study is part of a larger research. So we feed ourselves through intellectual growth and continuous learning. There seem to be five traits that produce potential interpersonal and intrapersonal conflict: divergency, excitability, sensitivity, perceptivity, and entelechy. They think more deeply about things, experience more intense emotions. Our high intelligence and perceptivity interact in extraordinary and delight-filled ways, and in ways that may be either misconstrued and/or troublesome. Research shows that gifted individuals experience the world differently from the norm. A pirate needs the sight of the sea, he said and then he pulled his eye patch down and turned and sailed away.”īrian Andreas, Story People: Selected Stories & Drawings of Brian Andreas “There was a single blue line of crayon drawn across every wall in the house. The psychological architecture of this extraordinary populace includes an extraordinary and complex cognitive capacity heightened experience of reality distinct and directive SELF, which shows up early in life, in the form of a strong will, a inner self-knowing not-to-be-ignored leanings towards things - oftentimes towards what is right and just – to interests all of which are fueled by an untameable curiosity and a vast imaginative inner-scape. 226), and at the same time, gifted programming or lack thereof influenced each gifted educator’s teaching practice as well as empathy towards the gifted student.Yet, many gifted adults do not have the self-knowledge, opportunities and set of circumstances that enables them to live fully, and to express themselves wholly in the world. Ultimately, it was found that gifted programming is overwhelmingly a positive experience and mirrors the statement that “research consistently demonstrates that gifted students who receive any level of services achieve at higher levels than their gifted peers who receive none” (Callahan & Hertberg-Davis, 2018, p. Themes emerged related to empathy, advocacy, and cognitive dissonance, as well as imposter syndrome, career readiness, gifted minorities and the positives of gifted programming. These memories, and reflections on identification, were told through interviews. This is a qualitative study that used narratives to voice the experience of the gifted child through the memory of eight gifted adult educators. ![]() This study examines the perceptions of gifted adults, who are educators, in order to understand the empathy and advocacy that comes with a shared childhood experience.
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