With irresistibly persuasive vigor, David Shenk, author of The Genius in All of Us, debunks the long-standing notion of genetic "giftedness."
Forget everything you think you know about genes, talent, and intelligence. In recent years, a mountain of scientific evidence has emerged suggesting a completely new paradigm: not talent scarcity, but latent talent abundance. Integrating cutting-edge research from a wide swath of disciplines—cognitive science, genetics, biology, child development—Shenk and The Genius in All of Us portrays a highly-optimistic new view of human potential. Genes are not a "blueprint" that doom some and bless others. Instead, genes are dynamic actors in a complex developmental process—dynamics that we can influence.
David Shenk is the national bestselling author of five previous books, including The Forgetting, Data Smog and The Immortal Game. He is a correspondent for TheAtlantic.com, and has contributed to National Geographic, Slate, The New York Times, Gourmet, Harper's, The New Yorker, NPR, and PBS.
Shenk's new book, The Genius in All of Us was published by Doubleday on March 9, 2010.
Shenk's book The Immortal Game: A History of Chess (Doubleday, 2006), was hailed as "superb," by The Wall Street Journal, "fresh and fascinating" by The Chicago Sun-Times, "engaging" by The Washington Post, and "a thrilling tour" by Entertainment Weekly. Shenk speaks frequently on the history, biology and social urgency of Alzheimer's disease. He has also advised the President's Council on Bioethics on dementia-related issues.
Prior to that, Shenk published two books and dozens of essays on the emotional, social and political ramifications of the information revolution.
The study of the interaction of heredity and environment insofar as they affect behaviour. The question of the determinants of behaviour, commonly called the nature-nurture controversy, was initially investigated by English scientist Sir Francis Galton. A balanced view that recognized the importance of both genetics and environment prevailed in the 1970s. Modern research is focused on identifying genes that affect behavioral dimensions, such as personality and intelligence, and disorders, such as depression and hyperactivity. Two quasi-experimental methods of study, the twin method and the adoption method, are used to quantify the genetic and environmental contributions to an individual's behaviour.
A lot of good comments in this talk. Alas it is true - the only thing that we really know that an IQ test tests for, is the individuals' ability to perform on it. Though we can identify broad (amongst large groups) correlations between mental performance on an IQ test and performance in the world in general, that is only because you will find a correlation like that with any test requiring some mental aptitude. We cannot yet measure intelligence with any real confidence.
Also, for the most part the academic tests we perform on only, at the end of the day, measure our conformity to someone else's developmental agenda (schools = human resource factories: John Taylor Gatto will tell you all about it!).
I think so-called 'genius' begins with letting your intrinsic talent develop naturally - not trying to turn yourself into a slightly faster or more disciplined version of what everybody else is. Unfortunately schools would rather have us compete in their game (er - agenda), than leave us be to develop into our own self-determined capacities. Unfortunately the speaker did not go into this point. He was a bit too quick to embrace the traditional assumptions of what 'talent' even is.
upregulate downregulate methylation time amd timing. Look at the studies from Sweden on the effect of diet of grandparents on the health of grandchildren. interesting is the timing of a nutritional shortfall for males at puberty as opposed to females with a nutritional surplus in utero
As for education why not say education ==> Genes + Hardwork + self paced + individualized level + use what works
New way of understanding? Or some kind of newspeak?
Lets look at the science of every gene every allele every SNP and the IQ. Also lets look at epigenetics. Lets look at metabolic markers.
Now let us look at what works and what has not worked. What can be done in the home and what might be done in school. Is Socioeconomic status cause or result of low performance? Can you accept if the science goes against what you would "like" to believe? What if we could learn to upload brains, beauty, health and very long life!!! Why not a win win nature and nurture
Yes and Probability----
He covers similar territory to Bruce Lipton's book "the biology of belief" but far more importantly I would like to make a big connection to the work of REUVEN FEUERSTEIN - as far as I can tell this is one of the most important names in the world of educational psychology and/or psychology in general - his work goes a very long way towards answering the question posed above re. what are the implications for the western education system. I am not sure that David Shenk has fully appreciated the real implications of the things he is talking about - the "scientists" quoted above are still struggling to catch up/ catch on to things about human potential that Feuerstein has been demonstrating/ talking about since the 1950's...
I understand that there are potentially big things happening in South Africa with implementing Feuerstein's paradigm on a national scale, also some beacons of hope in the US, solid support in the north of Italy, and also pockets in other parts of the world, so far it is just me in western australia - 32nd annual international workshop is in Romania in July. Really it is only a google search away - I hope I have influenced you to "persist" in using the resources at your disposal to continue learning about yourself.