Monday, October 30, 2006
D Mendell's Response to Lesson 3 Motivation
Motivation and the Gifted Student
Don Mendell Oct. 17, 2006
The myths and stereotypes about gifted children make about as much sense as those regarding the mentally retarded. Each is based on a kernel of a fact that will ring fairly true to the lazy or ignorant. They will appeal to those who do not wish to spend the time getting to know individuals. As a mental health professional, I am keenly aware of the seductive nature of the over-generalization that can accompany diagnosis. This happens among professionals as well as in the lay population where grouping individuals according to some social problem or emotional malady is often seen as therapeutic, when it can reinforce to the child that those "in the know" are clueless. I am not big on divorce groups, groups of bully victims or bullies, anger management groups, grief groups, gay affirmation groups, etc. And when I do conduct such aggregates, I try to validate the concerns expressed by those who may feel unfairly characterized by such a grouping.
This is not to say that it isn't helpful to know that we are not alone in a particular struggle. It certainly can comfort one to feel some commonality of striving. AA, Upward Bound, MADD, SADD, even Jenny Craig, can attest to the power of "we will overcome"--and powerful it is. However, something has to happen in addition to, and possibly, outside of the safety zone of the therapized community to spark the significant, functional growth that motivates individuals toward maximum potential. This involves a person connecting to the world around them in a spiritual sense that can complement the physical and cognitive processes that are more readily understood in our culture. Understanding motivation in a higher sense means looking past the basic and toward the altruistic. A motivated gifted person will seek to validate the dignity of humanity.
Michelangelo can be an example of giftedness that sought the higher power in order to put meaning to the suffering of mankind. Motivation came to him and worked through his gift. If the statue "David" or the "Pieta'" doesn't communicate something about beauty and human dignity, I'm not sure what does. To be driven to passionate undertakings is the nature of being "touched" by the divine. Johan S. Bach created musical compositions that are both sublimely simple and interwoven in complexity at the same time, as he sought to glorify God for mankind.
Can we assist the gifted learner to find the mojo? I believe so. "Removing roadblocks" is the work of educators, parents and counselors when it comes to all students. It is even more critical to assist those at either end of the "Bell Curve." Providing a supportive learning environment with appropriate curriculum, courses and materials is essential. Building relationships that model decency and validate dignity is important. Encouraging spiritual growth is also a "roadblock remover." Some of these strategies are simple, while others involve reaching out to the student as a fellow human on a pilgrimage that will give meaning to our lives.
I'm not sure that this approach is unique to the identified "gifted" individual, but can help any young person find their gift. I feel this way when a former student comes to me to discuss success in college, or raising a happy family. One young woman that I have proctored in her college program is working very hard to found a girl's home that will specialize in eating disorders. Her motivation has grown out of a spiritual awakening that has shown her a pathway toward service to her fellow man. Always having been withdrawing, she is now reaching out to others.
Don Mendell Oct. 17, 2006
The myths and stereotypes about gifted children make about as much sense as those regarding the mentally retarded. Each is based on a kernel of a fact that will ring fairly true to the lazy or ignorant. They will appeal to those who do not wish to spend the time getting to know individuals. As a mental health professional, I am keenly aware of the seductive nature of the over-generalization that can accompany diagnosis. This happens among professionals as well as in the lay population where grouping individuals according to some social problem or emotional malady is often seen as therapeutic, when it can reinforce to the child that those "in the know" are clueless. I am not big on divorce groups, groups of bully victims or bullies, anger management groups, grief groups, gay affirmation groups, etc. And when I do conduct such aggregates, I try to validate the concerns expressed by those who may feel unfairly characterized by such a grouping.
This is not to say that it isn't helpful to know that we are not alone in a particular struggle. It certainly can comfort one to feel some commonality of striving. AA, Upward Bound, MADD, SADD, even Jenny Craig, can attest to the power of "we will overcome"--and powerful it is. However, something has to happen in addition to, and possibly, outside of the safety zone of the therapized community to spark the significant, functional growth that motivates individuals toward maximum potential. This involves a person connecting to the world around them in a spiritual sense that can complement the physical and cognitive processes that are more readily understood in our culture. Understanding motivation in a higher sense means looking past the basic and toward the altruistic. A motivated gifted person will seek to validate the dignity of humanity.
Michelangelo can be an example of giftedness that sought the higher power in order to put meaning to the suffering of mankind. Motivation came to him and worked through his gift. If the statue "David" or the "Pieta'" doesn't communicate something about beauty and human dignity, I'm not sure what does. To be driven to passionate undertakings is the nature of being "touched" by the divine. Johan S. Bach created musical compositions that are both sublimely simple and interwoven in complexity at the same time, as he sought to glorify God for mankind.
Can we assist the gifted learner to find the mojo? I believe so. "Removing roadblocks" is the work of educators, parents and counselors when it comes to all students. It is even more critical to assist those at either end of the "Bell Curve." Providing a supportive learning environment with appropriate curriculum, courses and materials is essential. Building relationships that model decency and validate dignity is important. Encouraging spiritual growth is also a "roadblock remover." Some of these strategies are simple, while others involve reaching out to the student as a fellow human on a pilgrimage that will give meaning to our lives.
I'm not sure that this approach is unique to the identified "gifted" individual, but can help any young person find their gift. I feel this way when a former student comes to me to discuss success in college, or raising a happy family. One young woman that I have proctored in her college program is working very hard to found a girl's home that will specialize in eating disorders. Her motivation has grown out of a spiritual awakening that has shown her a pathway toward service to her fellow man. Always having been withdrawing, she is now reaching out to others.
# posted by MSAD 48 Gifted and Talented Program @ 12:45 PM 
