Reply to My 4 Yr Old Son's FSIQ is 131, Now What?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous] What's wrong is thinking of intelligence as a fixed, innate ability, instead of something that develops in a context.[/quote]

1.  It's counterproductive for the people deemed less than highly intelligent to the extent that it is used to argue that they don't need/benefit from enriched educational experiences.  (e.g. the "he'll be fine" type commentary seen here).
2.  It's counterproductive for the people deemed highly intelligent to the extent that (a) it leads to risk aversion (see Dweck and Bronson) and/or (b) it de-emphasizes the role of/need for effort/persistence/resilience.
3.  It's inconsistent with what science, increasingly, seems to be telling us about how the mind develops and how genes work.

So what's useful/right about thinking of intelligence as fixed and innate?  [/quote]

A follow up to my clarification:

1. All children need and benefit from enriched education experiences.  I've never said otherwise.
2. I think it's important to identify advanced learners so that they can be sure to learn the value of persistence, effort, and resilience.  If they are not identified they may not learn these things in a regular classroom because effort, persistence, and resilience aren't necessary when the curriculum is not challenging.  Risk aversion is a really problem for these kids but again, if they are in an appropriate environment and their social and emotional differences are managed appropriately by educators that are knowledgable about this population this problem can be managed.
3. It may be inconsistent but as I said before it is the best tool we have at this time to make intelligent choices about people.[/quote]

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