THE CONUNDRUMS OF SUCCESS - the Gifted Development Center

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qualities as leading to exactly what we have been talking about, wisdom, a satisfyinglifestyle and the pursuit of happiness, which here I think we may read as equating withthe fulfilment of self.(I am pleased to say that we have a link in New Zealand to the Houndstooth Project that Ihope will lead to useful material for both of our “down-under” countries.).A brief noteBefore concluding, I would like to make a brief and perhaps unexpected reference toGagne’s Differentiated Giftedness and Talent Model.Not surprisingly, given its name, this model seems to some to epitomise the “TalentDevelopment” movement, and it is of course absolutely true that Gagne has been and isvery directly concerned with the process by which inherent ability does find its waytowards some outward manifestation.However, it is perhaps helpful to remind ourselves that Gagne began by questioning thebelief that giftedness did not exist until it was manifested in performance. Heemphatically drew our attention to the fact that giftedness was an innate quality,completely real whether – or not – it had quantifiable outward manifestation, and equallyemphatically insisted that dependence on performance would result in our failure toidentify many of the genuinely gifted who did not “perform”. (Gagne, 1985).Subsequently he sought to identify those factors which either encouraged or hindered agifted individual in developing that ability. It is this aspect of his work that I wouldsuggest has particular value for those of us who are concerned, not simply withmeasurable outcomes, but with the discovery and fulfilment of self. It is important that asparents and educators we realise the impact we can have on a child’s opportunity toundertake that journey of self discovery, awe-making to recognise that responsibility,profoundly exciting to think that we can support and encourage it.Perhaps, just perhaps, here is the link between these two highly divergent views of thepurposes of gifted education, the point where some productive dialogue may, just may,start to emerge.In conclusionIn our society today, we have defined success largely as attainment over others, ratherthan as attainment with or for others. We have set this type of success as the measure ofthe individual against which his or her whole worth to society shall be judged. Wedetermine whether or not it has been achieved by tangible products or performanceswhich can be measured and compared against the products and performances of others.If this is inhibiting for the child of average ability whose aspirations to this kind ofsuccess must inevitably have limits, it is equally or even more restricting to the giftedindividual.20
As Roland Barth pungently reminds us, “Zen Buddhism advises us that to train a bull, itis sometimes necessary to enlarge the fences.” (Barth, 1990, p. 178).In this paper, I have sought to enlarge those fences by putting forward a view of thenature of success which I believe represents the most realistic and appropriate response tothe inner world, the inner perceptions, of the gifted child. It does not negate or rejectthose externally imposed quantitative measures where they do have relevance, but itremoves them from their distracting and unnecessary central dominance. It allows us tofocus on ability and its nurturing and expression as integral to the fulfilment of the innerSelf and as the individual’s link to other Selves. I would like to conclude today byquoting the words of a young man who has made that discovery through that veryprocess.By one of those lovely coincidences in life that we call serendipity, just as I was startingwork on this paper, I received a letter from this young man’s mother, who had firstcontacted me when he was just six years old. She wrote:I hope that you remember the Bookman family and of course Sam in particularwho attended the George Parkyn Centre in its early days… I remember clearlyphoning you when our little boy Sam told me that he did not want to live anymore as he did not have any friends. You counselled me on the other end of thephone for about 2 hours. I will never forget the feeling of relief after thatconversation. From then on it was all up hill… This journey has culminated withSam being a very happy, secure and confident young man well respected andloved by many ... and now the 2007 Dux of St Kentigern College. The friends thathe found hard to communicate with in those early years are now some of hisclosest.I have attached the speech he gave at the College the other night.And this is what Sam said:What is success? How can it be measured? What makes someone successful?Our society seems driven to succeed, and tonight is about celebrating success. There is nodoubt that the prize-winners here tonight have been successful. And tonight, we havemeasured success in the form of books, cups and medals. They are all well deserved.But when I reflect on my time at Saint Kentigern College, it is not a book, a cup or a Duxmedal that epitomises success in my mind. Success, ultimately, is not measured introphies.Four hundred years ago Shakespeare examined what success was. He talked about a king,King Lear, who had everything – a crown, riches, and prestige. But most importantly,Lear had the love of friends and a daughter. However, the foolish king rejected this lovein pursuit of his ego. King Lear was not successful. Once he had banished those wholoved him, Lear’s world collapsed around him. No riches or kingly prestige could protect21
Page 1: THE CONUNDRUMS OF SUCCESSCathcart,
Page 5 and 6: and against those from different cu
Page 7 and 8: Two writers who have been particula
Page 9 and 10: Acknowledging that it is not always
Page 11 and 12: (Grant & Piechowski, 1999, p.8, cit
Page 13 and 14: community affairs, even when we tau
Page 15 and 16: more paintings to paint, more myste
Page 17 and 18: What do I do now that I can imagine
Page 19: question which would have seemed un
Page 23 and 24: So in proposing my vote of thanks,

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