The "Doing" aspect of Talent and Intelligence

Last Sunday, I read a review of a book called: The Genius in All of Us: Why Everything You've been Told about Genetics, Talent and IQ is Wrong. In it, David Shenk makes a strong case for the reciprocity of the nature vs. nurture equation, suggesting that nature is dynamic and responds to nurturing. He posits that genes are not the blueprint for a human being that we once thought they were. Talent is not a "gift" that we are given (or not), it's rather something that is cultivated based on what we do. Talent or exceptional ability is not connected to innate capabilities alone, it is the product of highly concentrated effort.

Brain wiring is the result of our actions; for example, if we spend our time playing the violin, we have a brain wired for violin playing or if we spend a lot of time watching television, our brain is also wired for that activity, in other words, what we do affects what we become. To that end, it's important to engage children in constructive activities that might be difficult for them and to step back when children struggle so the child learns how to learn, learns that failure is a part of the process. It is key, however, that the activity is age-appropriate, one that the child is developmentally capable of learning.

Each aspect of our humanity has an optimal window for development. The time to be an active participant in life, the time to train the will forces is early childhood. It's when children need a curriculum that is rhythmic, consistent and activity-oriented. To train the will forces is to teach self-discipline, which is a prerequisite for success in anything, even more so than talent if you agree with Shenk.

This outlook turns old ideas of genius upside down and supports the importance of training, of parenting, of appropriate teaching. My child is "gifted" is not enough (perhaps it even thwarts development by downplaying the importance of consistent practice), it's better to celebrate that my child does something regularly. It begins with simple tasks that are repeated to gain proficiency, for example setting the table, building with blocks and then putting them away, or washing a dish. The reviewer suggests that talent is not a thing, but a process, not something we have, but something we do.

You'd be amazed at what I see small children do every day. They are so capable! By participating in every day tasks, they are strengthening the muscle for deeds, for practicing their talents and it's practice that leads to greatness. I am relieved that Shenk suggests an end to the conflict between nature and nurture and we can now speak about the interaction between nature and nurture.

What a golden opportunity we have in early childhood to teach young children to do what needs to be done; now that's a gift.