The Logics

Researching a topic requires a substantial quantity of time, effort, memory, and discernment of what is factual and what might have been invented by an author. Two online articles are good examples of how history and worldviews are altered when an author writes incorrect information.

Child prodigy: Two sides of genius by S.S. Yoga:

“Author Alissa Quart (who may be termed a prodigy, based on her childhood experiences) said in a Time magazine article that prodigies are found more in quantitative fields and less in qualitative disciplines, where kids are gifted in ways that are hard to measure.”

The quote appears to be referring to The Downside of Being a Child Prodigy by Andrea Sachs:

“In her book, Quart explores the pressures that are brought to bear on those children designated gifted or prodigies. True prodigies are very rare, says Quart. Her definition of prodigy: “a child with a skill set or an ability that is incredibly accomplished, far beyond their years.” They tend to be in chess, music and math, more in quantitative fields and less in qualitative disciplines, where “kids are gifted in ways that are hard to measure.””

The Time article did not specify that Quart stated the words that The Star article claimed. Myths about prodigies are too easily invented by articles that are not careful to quote directly from the primary sources. Many of the myths of William James Sidis originated similarly, with newspaper reporters simply inventing false claims.

Nevertheless, the topic of quantitative versus qualitative is useful to touch upon. On pages 206-207 of The HotHouse Kids by Alissa Quart, she writes:

“However, I think the biggest problem in this discussion is not the practice of offering special classes to strong learners, but rather is in the way we reflexively define giftedness in limited terms, and the unpleasant associations of snobbery or elitism that can come with that label. I would argue that we need a more holistic definition of giftedness, one that appreciates the fuller range of abilities that support success in life. We are currently defining giftedness much too narrowly… In 1971, a federal study, the Marland Report, recommended that “gifted and talented children” be defined by our schools as those with “outstanding abilities,” who are “capable of high performance,” ranging from kids with “general intellectual ability” to those with leadership and psychomotor abilities – physical endurance, flexibility, balance, and coordination - and gifts in visual arts.”

Quart continues with Howard Gardner’s list of multiple intelligences; bodily-kinesthetic, interpersonal, intrapersonal, linguistic, logical (mathematical, reasoning), musical, visual-spatial, and a recent eighth, naturalist: “describing a child who shows an ability to observe and classify elements in the natural environment.”

Looking at the Marland Report’s list of gifted traits, and Gardner’s list of intelligences, it is obvious why there are so precious few qualitative prodigies, because there is no allowance for qualitative talents to exist in society. Society does not possess a useful definition of quality, and less so an understanding of the origins and nature of what quality is. A prodigy of qualitative talents would simply not be recognized by society. A child of prodigious philosophical talents would be ignored, merely because society itself is unaware of the importance of philosophy.

It would be beneficial for parents and teachers to give thought to Quart’s comment: “…we need a more holistic definition of giftedness, one that appreciates the fuller range of abilities that support success in life,” and to recognize that the greatest giftedness exists in the child that possesses the ability to reason correctness of thought and behavior. Correctness in thought and behavior fulfills and/or exceeds all other eight intelligences, plus it ensures personal success throughout life.

The child of quality ethics and morals, is no less a prodigy than any other, and more, the child will surely not suffer the hardships in life that many quantitative prodigies endure.

A ninth intelligence might be designated as ethics, not the undefined ethics currently promoted by religions and philosophies, but real ethics that are applicable to the individual’s own intellect.