Why there's no such thing as a Gifted child?

[Anonymous]

I read this https://www.theguardian.com/education/2017/jul/25/no-such-thing-as-a-gifted-child-einstein-iq and am wondering what you think about it.

[Anonymous]

Western culture, and Western science is obsessed with their western empirical experiments. Everything has to be measured, and there has to be a control. It is Euro Western centric way to think. And the idiotic Individual builds his own destiny rhetoric that has never been true. Accepting narrow minded approach to learning in the U.S. has stifled any intellectual growth. If you can't measure it it is not real attitude. It is nothing but BS.

[Anonymous]

Anonymous wrote:Western culture, and Western science is obsessed with their western empirical experiments. Everything has to be measured, and there has to be a control. It is Euro Western centric way to think. And the idiotic Individual builds his own destiny rhetoric that has never been true. Accepting narrow minded approach to learning in the U.S. has stifled any intellectual growth. If you can't measure it it is not real attitude. It is nothing but BS.

whatchu talkembout Willis?

[Anonymous]

Gifted programs in elementary school are not about finding the next Einstein. They're about meeting kids who need it, at that time, with some challenge or engagement. Whether with a pull out or push in, once a week or full time, program.

If the "gifted" student ends up working at a grocery store or high school teacher or university professor or Nobel prize winner, does that mean that the gifted program in elementary school has succeeded? Or failed? Or is that missing the point?

[Anonymous]

Oh, and my sister is one of these high IQ people. Nobody in my Eastern European school paid it much attention. We were all in the same class, "smartest to stupidest," still are back there. No parents ever paid it any attention. My parents never spoke about her "genius." Nor did any other parents, she was just a kid, like any other kid. No parents ever commented on the kids that struggled, never. I think this is changing there, and has been changing in the last 15 years. So, she went to math competitions and to Vienna for some kids in science thing. This is a very U.S. thing to me. I don't get the fixation, I don't get the gifted class before HS, and even then. We had HS that you compete to get into, everyone knew what is a grammar school and what is a trade high school. It is the worst stupidity in my mind. Kids that learn stand out, no matter what.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Western culture, and Western science is obsessed with their western empirical experiments. Everything has to be measured, and there has to be a control. It is Euro Western centric way to think. And the idiotic Individual builds his own destiny rhetoric that has never been true. Accepting narrow minded approach to learning in the U.S. has stifled any intellectual growth. If you can't measure it it is not real attitude. It is nothing but BS.

whatchu talkembout Willis?

This is why. You are uneducated and rules by proving you are not stupid. Sadly..... you prove yourself....

[Anonymous]

Anonymous wrote:Gifted programs in elementary school are not about finding the next Einstein. They're about meeting kids who need it, at that time, with some challenge or engagement. Whether with a pull out or push in, once a week or full time, program.

If the "gifted" student ends up working at a grocery store or high school teacher or university professor or Nobel prize winner, does that mean that the gifted program in elementary school has succeeded? Or failed? Or is that missing the point?

Need what? What do these kids need? What challenge?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Western culture, and Western science is obsessed with their western empirical experiments. Everything has to be measured, and there has to be a control. It is Euro Western centric way to think. And the idiotic Individual builds his own destiny rhetoric that has never been true. Accepting narrow minded approach to learning in the U.S. has stifled any intellectual growth. If you can't measure it it is not real attitude. It is nothing but BS.

whatchu talkembout Willis?

+1

[Anonymous]

Maybe that's why Fairfax has an "advanced academic" program, not "gifted." Surely you acknowledge some kids are academically advanced.
That said, I'm pretty sure Mozart was gifted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gifted programs in elementary school are not about finding the next Einstein. They're about meeting kids who need it, at that time, with some challenge or engagement. Whether with a pull out or push in, once a week or full time, program.

If the "gifted" student ends up working at a grocery store or high school teacher or university professor or Nobel prize winner, does that mean that the gifted program in elementary school has succeeded? Or failed? Or is that missing the point?

Need what? What do these kids need? What challenge?

Need something. Many of the gifted programs in the US were started by principals who wanted to get the "bright" kids out of the teachers' hair. They were disruptive, unengaged, driving everyone nuts. A gifted program, whether an hour a week or a day or full time, solved the problem for some/many of them.

[Anonymous]

Anonymous wrote:Maybe that's why Fairfax has an "advanced academic" program, not "gifted." Surely you acknowledge some kids are academically advanced.
That said, I'm pretty sure Mozart was gifted.

I do not see any need for such a program in public school. I believe they are all just a waste of money. It makes little difference in the long run if one kid or 100 kids are doing "advanced math." What do they gain by doing math ahead of dumb kids? They all end up in the same pot eventually. Perhaps US curriculum is dumbed down?

[Anonymous]

Anonymous wrote:Oh, and my sister is one of these high IQ people. Nobody in my Eastern European school paid it much attention. We were all in the same class, "smartest to stupidest," still are back there. No parents ever paid it any attention. My parents never spoke about her "genius." Nor did any other parents, she was just a kid, like any other kid. No parents ever commented on the kids that struggled, never. I think this is changing there, and has been changing in the last 15 years. So, she went to math competitions and to Vienna for some kids in science thing. This is a very U.S. thing to me. I don't get the fixation, I don't get the gifted class before HS, and even then. We had HS that you compete to get into, everyone knew what is a grammar school and what is a trade high school. It is the worst stupidity in my mind. Kids that learn stand out, no matter what.

On the one hand you are saying nothing was different for your gifted sister, but on the other hand she (and not you) was given the opportunity to go "to math competitions and to Vienna for some kids in science thing" and you had competitive entry high schools and trade schools.

[Anonymous]

Anonymous wrote:Western culture, and Western science is obsessed with their western empirical experiments. Everything has to be measured, and there has to be a control. It is Euro Western centric way to think. And the idiotic Individual builds his own destiny rhetoric that has never been true. Accepting narrow minded approach to learning in the U.S. has stifled any intellectual growth. If you can't measure it it is not real attitude. It is nothing but BS.

So here’s the nice thing. There are lots of different places that do things differently and lots of people in those places like the way they do things there. I realize that not every country is open to anyone who wants to go there, but at the same time, the US government does not restrict anyone who wants to from leaving.

If a parent is unhappy with the US educational system, they don’t have to participate in it. There are private schools, parochial schools, even homeschooling available. And if none of the possibilities in the US are acceptable to a parent, they can do their research and figure out a way to live in another country that has a system the parents would prefer.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Maybe that's why Fairfax has an "advanced academic" program, not "gifted." Surely you acknowledge some kids are academically advanced.
That said, I'm pretty sure Mozart was gifted.

I do not see any need for such a program in public school. I believe they are all just a waste of money. It makes little difference in the long run if one kid or 100 kids are doing "advanced math." What do they gain by doing math ahead of dumb kids? They all end up in the same pot eventually. Perhaps US curriculum is dumbed down?

They really don't end up in the same pot though. Some will take multiple AP courses and score 4s and 5s, some will go on to TJ, some to highly selective colleges,. Others will not take any APs, get a basic degree or certificate of completion and maybe not go to college or to NOVA or a non-selective school. They really don't "end up in the same pot."

[Anonymous]

Excellence requires hard work. The problem is that some kids don’t face any challenges in the regular classroom. Every kid needs to be challenged and learn how to work hard and persevere. IMO, that’s why we need AAP or similar programs. So kids can’t just coast along and get As without any effort.