The Relativity of Giftedness

Understanding that intelligence, talent, and giftedness are relative concepts is crucial. Each individual possesses unique characteristics, influenced by their environment and personal circumstances. For instance, exceptionally talented athletes often face the necessity of choosing a single sport to pursue professionally. While some may excel in multiple sports, as seen with Michael Jordan's brief transition to baseball, the reality remains that natural talent must be coupled with dedication and practice to truly succeed.

In smaller communities, one might be regarded as the "smartest" individual, but this status can swiftly change with the arrival of new residents. In my book's first chapter, I discuss how comparisons can shape perceptions of intelligence, sometimes leading to unnecessary and harmful judgments.

Opportunities play a significant role in the development of talent. Choices are often guided by passion, but for many, circumstances may limit their options. Some individuals struggle to survive, while others may find themselves in abusive situations that hinder their self-esteem. Frequent relocation due to financial instability can also prevent meaningful connections and stable educational experiences. Additionally, systemic issues like sexism and racism can restrict access to opportunities, stifling the potential of many gifted individuals.

In my 2023 publication, "The 5 Levels of Gifted Children Grown Up: What They Tell Us," I explore these dynamics, aiming to help individuals discover their unique niches and develop their talents. My hope is that parents will find guidance in this material to assist their children in their own journeys of self-discovery.

It's common for misunderstandings about intelligence to arise, complicating the paths to achieving self-awareness for gifted individuals. These misconceptions can affect the resources and advice available for meeting the needs of gifted children and adults, ultimately influencing the experiences of those around them.

What Constitutes Giftedness?

As a parent, I began exploring gifted programs when I realized my children would benefit from them. I was surprised to find that many schools lack adequate gifted programs or only offer them starting in third grade. Some children, despite their abilities, may fall just short of inclusion criteria. The Renzulli Three Ring Triad model, developed in 1974, further complicated identification of gifted behavior, defining it as an interplay of above-average abilities, high task commitment, and creativity.

My initial disagreements with this model sparked a deeper interest in high intelligence. I observed that children with greater intellectual gaps compared to their peers often appeared unmotivated. This phenomenon, discussed in Section III of my book, highlights the misalignment between motivation for learning and the motivation to feign interest in subjects they already master.

Giftedness varies based on perspective. Definitions differ among professionals and the public, leading to confusion regarding adult giftedness compared to that of children. Thankfully, Maggie Brown's Delphi Study has shed light on this issue, revealing differing expert opinions on the nature of adult giftedness.

I believe that giftedness is an intrinsic trait, a form of intelligence that manifests uniquely in individuals. Misconceptions linking giftedness solely to academic performance can skew expectations and responses toward gifted individuals.

How Do I Define Adult Giftedness?

It’s essential to clarify my definition of giftedness, as it influences my research and writing. I view giftedness as a phenomenon deeply rooted in context. For example, individuals who may not excel academically can still possess remarkable intelligence, shaped by their educational opportunities.

My focus has always been on the social and emotional well-being of gifted individuals rather than solely on grades or career achievements. Many professionals emphasize academic performance, aiming to address issues of underachievement.

The choices made for gifted children can have ripple effects on their peers, siblings, and teachers. The relativity of intelligence is closely tied to how we assess suitability for gifted children in educational and career contexts. Throughout my upcoming posts, I will delve into various comparisons and their implications, both positive and negative.

What Does "Highly Gifted" Imply?

In my discussions about giftedness, "highly gifted" encompasses a range of meanings. Most gifted programs identify children scoring above 130 IQ, which typically constitutes Levels Two through Five of my classification system. However, adequate support within these programs depends on the specific context and needs of each gifted child.

Schools often offer advanced classes for students scoring above 120 IQ, which represents the top 10% of the population. Individuals in this range often contribute significantly to various professional fields, and to neglect their giftedness would be a disservice.

When referring to the highly gifted, I mean those requiring advanced acceleration and specialized instruction beyond standard offerings. This definition primarily pertains to Level Two individuals, who exhibit distinct academic, social, and emotional needs during their educational journey.

For further insights, readers are encouraged to explore my book for a comprehensive understanding of these concepts.

The first video titled "Marie-Lise Schläppy: Are all gifted people also highly sensitive? Part I - Seminar" delves into the connections between giftedness and sensitivity, offering valuable insights for understanding these traits.

The second video, "Gifted People Are Misunderstood," examines the common misconceptions surrounding gifted individuals, providing a deeper understanding of their experiences and challenges.

For more information about the author, visit: fivelevelsofgifted.com.