Roberto Assagioli suggests how teaching could be organized to take into account the special needs of gifted children. He also presents an outline for a teaching programme.
By Roberto Assagioli 1960; Translation Keld Søgård
It may seem superfluous to point out the necessity of recognizing gifted children, of teaching them with special attention, and of working with methods and the importance of such teaching. But the fact is that, despite the great attention paid to these problems—recently resulting in experiments and several studies, especially in America—much more can and should be done (in many countries there has been practically no activity in this direction). Some of the principles and methods involved require thorough investigation and discussion.
The gifted and especially the highly gifted are very different and therefore require correspondingly different approaches.
Broadly speaking, they can be divided into two groups.
1) Those who are gifted in a general or manifold way, and who show above-average advantages in one or more areas. They are often healthy, strong, and self-assured. Their education need not be particularly difficult, the problem is rather to offer them the best framework for self-development and the use of their gifts. (These conditions will be considered later.)
There may be specific areas where they need help and guidance to develop their special talent, so that they avoid indecision, delay, and wasting their energy.
2) The second group is different and presents severe educational problems. It concerns those with such special gifts bordering on genius, but who at the same time have major deficiencies or imbalances in other parts of their personality.
In this group we find young people with artistic, musical and in some cases mathematical abilities. They are hypersensitive, oversensitive and overimaginative. They are often mentally weak, clumsy, impractical and mentally absent. They are generally not understood by parents and teachers and are often bullied by their fellow students. The lack of understanding and appreciation and the consistent awkwardness with which these people are treated is the cause of much suffering, despair, contempt and in many cases rebellion. In others it can even lead to deviation or perversion. Among many well-known cases are Baudelaire, Verlaine, Strindberg and Kafka.
In other cases, adults who discover and appreciate special gifts may strive to force their cultivation. Their aim is to produce prodigies such as musicians, mathematicians or scientists, without regard to the harms of such a distorted forcing. This sometimes leads to exploitation, either by the family or by society created by vanity, ambition or economic greed. At the present time (1960 – ed. ) we are witnessing a mad pressure on and overtraining of young people with special abilities in physics, chemistry, mathematics and in related technologies. This is due to the abrupt awakening of the Western world from its false security and technical superiority due to Sputnik. But also outside this field there has been and is an excessive tendency in modern life towards specialization and overestimation of practical efficiency. As a counterbalance to this trend, a well-rounded, harmonious and integrated education is needed, as the best teachers have discovered. Such education is undoubtedly necessary for gifted young people.
There is an additional and even more important reason that must motivate us to do our best on behalf of these gifted children: the realization of how valuable they are to humanity!
In the present period of transition and planetary crisis, individuals of above-average intellectual and moral intelligence are urgently needed. It is on their shoulders that the responsibility of leading a disoriented and crisis-stricken world population in the future lies. They must do this not only on behalf of a blind and restless mass of the population, but also for the intelligentsia, many of whom lack vision, are overcritical, negative, desperate or bitter. Our only great hope is our gifted children, who will lead humanity to a brighter future and who will be the creators of a new civilization and a new culture more in keeping with the new era. Our gifted children of today will be our scientists, writers, artists, politicians, economists and teachers of tomorrow. The more intelligent and effective help we give them now, the faster and better they will be able to develop their valuable talents and make full use of them for the benefit of humanity.
What has been done about all this so far? A good start has been made, especially in the United States, with special classes at a high level and enrichment courses and a few schools for “gifted children.” [1] The American Association for Gifted Children is active in drawing the attention of teachers and parents to the importance and necessity of providing these children with the most appropriate education.
These experiments are valuable and commendable, and they should be extended to all parts of the world by adapting the methods to the psychology of the respective countries and to the different characteristics which distinguish the different nations, and also by adapting them to the different conditions under which they live. Yet the measures are far from sufficient. “Not more than 5% of the total high schools of our country have systematic programs to encourage capable students to develop their academic potential.” [2]
Furthermore, there is a great need for a special type of education for pupils from eleven to eighteen years of age. It is during these years that a child’s evolutionary level manifests itself most clearly. These are not only the years when special “gifts” become most evident, but when the “personality” is formed under internal stress and strain. These difficulties are especially prevalent for highly gifted children, since their natural wealth of endowments complicates their psychosynthesis process.
The highly gifted child
The existing special schools, classes and courses, within the existing educational framework, try to meet the needs of gifted children (about 10% of the student body), but the system is not geared to the small number of highly gifted children. [3] Their superiority lies not only in some special talent, but in their unique moral and spiritual qualities. Such young people need a very special kind of education, extremely individual, and their teachers must be of a correspondingly high personal caliber and with great educational competence. Such difficult tasks can best be carried out in educational institutions specially established for this purpose.
These are the reasons which necessitate the need for the establishment of ” Centres for the Education of Gifted Children “. The outline of such an institution follows. Such a center should not officially bear this name and nothing in it should indicate to the pupils that they are considered “superior”. It should be for them simply a school in which modern and “active” methods will be used and an international spirit will be fostered. They will also be offered countless opportunities to meet children and young people outside the center and to participate in activities for the benefit of society.
It is impossible to outline a complete educational program here, but we can outline the main features that we consider most appropriate for the exceptionally gifted.
1. Integrated teaching
This has two purposes:
1) A harmonious and well-balanced development of all aspects of the human being: physical, emotional, imaginative (imagination), mental, intuitive, spiritual
2) The integration of these characteristics into an organic synthesis, into a “personality” that is self-aware and well-founded (spiritual psychosynthesis)
The danger that must be avoided is over-specialization and exploitation of the special talent that the child possesses. The more a child has a special talent, the more he needs to develop other aspects. Often there will be an imbalance and one must therefore use the principles of psychosynthesis for a harmonious integration and help the child to become a whole person. [4]
2. Working with active methods and expressive techniques
The student should take an active part in their education. They should be encouraged and guided to “Learning by doing”. These activities are two-fold.
a) Those aimed at acquiring the knowledge that humanity has already acquired through personal application and experimentation, both in the field of knowledge and in the control of natural forces.
b) Creative manifestations of the student’s own personality, of his own abilities and inner life through the use of the many expressive techniques, such as speech and drama, writing, drawing and painting, modeling and sculpture, dancing and composing and musical performance; or through the presentation of research, problem-solving and experimentation by the more scientifically minded student.
3. Teaching differentiation
Given the great difference between people (independently of the difference in IQ), it is clear that teaching should take this difference into account and that it should be individualized as much as possible. This means that in order to truly teach, one must practice different teaching methods, taking into account the special character, needs and problems of each student. The most significant differences are those that arise from the different psychological types (such as extrovert, introvert, sensory, sensitive, mental, intuitive and their many combinations) and those that arise from the special composition of physical, mental and spiritual elements that make each person unique.
Differentiated teaching is based on two elements which at first glance seem contradictory, but which can and should complement each other. A balanced practice of both requires great skill on the part of the teacher. He must, after careful assessment, adapt his method to the psychological type to which the pupils belong and at the same time try to correct and perhaps eliminate, as far as possible, the negative aspects and shortcomings of each type which prevent the development of a harmonious personality synthesis.
To the typological differences that are the “make-up” of the person, must be added differences of a dynamic nature that explain the “rhythms” of the different personalities; rhythms in the development of the different capacities and learning rhythms and patterns of action. This is true in relation to the teaching of young people, but especially in relation to gifted and exceptional students.
4. Physical education
Gifted children have a special need for physical exercise to balance their mental and imaginative abilities, which are often excessive, and to help them “keep their feet on the ground.” What is generally done is inadequate or inappropriate.
A few hours of gymnastics or participation in competitive sports a week will not solve this problem. Long and continuous contact with nature is what really helps. For this reason, the “Education Center” should be located in the countryside and in a sense resemble an agricultural school. Life in the center should to some extent be characterized by a natural way of life. The students should work in the garden or orchard and raise small animals. These activities will also create good conditions for “learning by doing”.
A more specific physical training consists of rhythmic exercises, both regulated and free, which contribute to a good body awareness and control (biopsychosynthesis). There are several good methods for this, for example Dalcroze. Likewise, appropriate games in the open countryside are beneficial for the same reason.
5. Intellectual education
This should not, as is often the case, be based on memory training but on active training and use of the mind. Students will not be asked to study and repeat verbatim the contents of a textbook. Instead, they will be asked to find out for themselves what they need to learn in order to get an intelligent benefit from the textbook by means of treatises, grammars, dictionaries, encyclopedias, etc.
Particular emphasis will be placed on the science that is most important to humanity, psychology . Many of the most significant facts and psychological laws can be easily presented to boys and girls of high school age if they are presented in a lively and humanistic manner and based on the students’ own experiences and problems.
They can also be trained to develop and control their minds through graduated exercises in concentration, reflection and meditation.
6. Teaching imagination and a sense of nature
The ability to imagine is of great importance to human life and has a greater influence than is usually assumed, therefore special attention should be paid to this.
This training includes visualization exercises, creative imagination exercises, etc. so that the young person gradually learns the correct use of this important function, which if used incorrectly can have a devastating and directly harmful effect.
The control and use of emotional energies and a development of the finer emotional layers will be taught adequately. All the best methods will be used, both those which centuries of wisdom have given us and those which are based on recent psychological research. Here we can only add that all repression and unnecessary restriction should be avoided and the students should learn how to control their exuberant emotions in an appropriate way and how to transform and sublimate them.
7. The Teaching of the Will
The will is the central and most valuable force in man and yet it is one of the most neglected forces, both in the family and in school. It can be said that there is a widespread – perhaps unconscious – tendency to discourage the development of the will, despite the imperative necessity of greater self-discipline.
The repressive and authoritarian methods used in the past have proven ineffective and have caused (but not the only reason) the rebellion against discipline that is so widespread among young people today.
It is therefore necessary to encourage and help young people to train and develop their will, as a strengthening of their self-discipline and as a path to success in life. The methods for this are available. In reality, the previously mentioned aspects of education – physical, mental, emotional, creative, etc. are indirect exercises for the development of the will, but they can become more effective if they are consciously used for this purpose as well. In addition, there are other special methods for the development of the different aspects or stages of the will: deliberation, determination, planning and action. [5]
8. Spiritual teaching
Gifted children show an early interest in philosophy, morals and spiritual faculties.[6] They often possess highly developed intuition and spiritual illumination. Typical, among others, is the English writer Wordsworth, who added the subtitle “Memories of Childhood” to the title of his famous poem “ Intimations of Immortality ”.
Children, like all others of any age, who ask similar questions, have the right to a qualified answer. Their questions should be taken seriously, and such an opportunity can be used to set them on a spiritual outlook, to make them feel the grandeur and beauty of the universe and the admirable order which characterizes it—a sign that there is a superior consciousness which has created it and is wisely directing it towards a grand goal. From this overall picture, one can gradually try to give them more detailed information according to one’s own beliefs, but in a way that preserves the child’s sense of wonder and mystery. In the same way, one must observe and encourage all spontaneous manifestations of a spiritual nature, such as higher aspiration, intuition and illumination, which may occur in them. Likewise, any parapsychological sensitivity must never be denied or ridiculed, but should be explained to the student as wisely and thoughtfully as possible, and should be wisely supervised and regulated. The main purpose of spiritual teaching is to help the student understand that he, like all other people, is in essence a Self, a spiritual being, and to make him understand and “feel” the dignity and value of this great inner reality and show him all the possibilities this entails.
9. Teaching proper human relations – inter-individual psychosynthesis.
This important aspect of teaching is in fact part of spiritual teaching, since being spiritual does not only mean being able to transcend the lower self in a “vertical” direction through a realization of the Self and union with a higher reality. It also includes a horizontal attitude, which involves loving and harmonious dealings with all living beings. This expansion occurs as “concentric circles” that gradually include larger groups from the family to all of humanity. Therefore, teaching should aim to create, produce and bring forth:
1. Correct family relationships.
The family can be considered as a human cell, almost as a small “collective being”. Here, parents have a difficult and noble task, which they are unfortunately often not prepared for. While in some areas it is easier to deal with gifted children, in other contexts it is far more difficult and demanding.
If parents are unable to do this, they should seek help from competent teachers.
In any case, parents should have this wisdom demonstrated by the image of a bird that lets its young fly from the nest when its wings are strong enough to carry them. Such a moment clearly occurs earlier for gifted children. This does not result in a sudden distancing from the family, but a gradual expansion of the young person’s human contacts and independent experiences.
In some cases, depending on the circumstances or the child’s special needs, an extension of the child’s stay at the education center may be advisable or even necessary.
2. Correct relationships with peers
This is necessary for the child’s personality to develop in a normal and satisfactory way. It is just as unnatural for a child to be with only adults as it would be for a 30-year-old to be with only people who are not age-appropriate.
Here we find one of the greatest problems with the education of the gifted and especially the highly gifted. The association with “normal” children does not satisfy the gifted and the so-called “normal” do not understand them and are often hostile towards them. Nor is the company of older children satisfactory, as tensions and conflicts of various kinds often arise.[7] Therefore, the best solution is for them to be in the company of like-minded people in a psycho-spiritual context. This can be achieved to some extent in classes or schools for the gifted, but much better in a special educational center.
3. Correct social and collective relations
This concerns the many groups and communities in which an individual resides or is associated and cannot be dealt with in detail here. The general task of a teacher in this context is to help the student, wisely and in an appropriate way, to feel connected to one of the various groups.
At present, special attention should be paid to instilling a balanced sense of nationalism and a natural love for one’s country with respect and appreciation for all people and with the higher perspective of realizing human brotherhood and world citizenship.
Such a higher identification is particularly likely to be found in gifted young people.
The best way to develop such a “planetary consciousness” is personal contact between individuals and groups from different countries, especially when it develops into a deeper and more intimate mutual knowledge and appreciation, which can be made possible by living together. For this reason and others, an educational center, as we have mentioned before, will mix students from different countries and all will be taught in and by the major modern languages. The “natural” method to be used first and foremost is the way in which a child learns to speak and understand his native mother tongue. [8]
10. The environment and the teachers
Since the days of Plato, the value of a beautiful and harmonious environment has been recognized.
A natural environment in attractive residential neighbourhoods, together with art, especially music, helps stimulate learning.
But most of all, it depends on the spiritual and human qualities of the teacher.
An interesting study regarding the personal qualities that children value and find most useful in their teacher is the following qualities[9], ranked in order of their frequency:
1. Collaborative and democratic attitude
2. Kindness and care for the individual
3. Patience
4. Broad interest
5. A pleasant and personal appearance
6. Fair and impartial
7. Humorous
8. Good dispositions and consistent behavior
9. Interest in students’ problems
10. Flexibility
11. Use of recognition and praise
12. Professional skills
While we cannot of course expect any teacher to be perfect, it is important that the goal of training teachers for such a center is to promote as many qualities from the list as possible. In a way, the essential problem with gifted children is finding and training gifted teachers!
Through such “integral education,” gifted children will be helped to take their rightful place as the vanguard of the building of a new and better civilization, the creators of a higher culture, the first representatives of a humanity guided and permeated by the spirit.
Source: The Education of Gifted and Super-gifted Children, Psychosynthesis Research Foundation, Roberto Assagioli, MD, 1960
Notes
[1] A clear presentation and comprehensive overview is contained in Educating Gifted Children , by Robert F. De Haan and Robert J. Havighurst. The University of Chicago Press, 1957.
[2] Quote from p. 4 Conference Report on the Identification and Education of the Academic Talented Student in the American Secondary School, NEA 1958
[3] These are described by Drs. De Haan and Havighurst in “Educating Gifted Children” as the extremely gifted—the 1/10th of 1% of schoolchildren.
[4] If the reader is not familiar with Assagioli’s view of man, it may be a good idea to study the diagrams of the oval diagram and the star diagram here: http://www.psykosynteze .dk/a-94/
[5] Read more about training the will and the stages of the will in the following articles: http://www.psykosynthesis.dk/a-91/ – http://www.psykosynthesis.dk/a-87/
[6] Leta S. Hollingworth has observed that children even at the age of six are interested in questions concerning the origin and destiny of man and ask for rational explanations of life and death. See. Children above 180 IQ. (World Book, 1942, pp 61-62)
[7] This has been observed and emphasized by various American educators such as Terman, Hollingworth, etc. See: The Gifted Child, edited by P. Witty, (DC Heath, Boston, pp. 101-103)
[8] This is reviewed in full length in my thesis: “A psychological Method for Learning Languages”, which will soon be available at www.psykosynthesis.dk
[9] They appear from an analysis of 14,000 responses, taken from “The Gifted Child” page 106 American Association for Gifted Children, New York.
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