What is the difference between talent and giftedness? Need help studying a topic? Talent as a natural gift and level of ability

Introduction

The topic of giftedness and genius in psychology is considered quite widely. “...most often the following classification of levels of development of abilities is found: ability, giftedness, talent, genius” (Yu.B. Gippenreiter).

Talent is an ability inherent from birth. But it reveals itself gradually, with the acquisition of certain skills or experience. Modern scientists identify certain types of talent that people possess to one degree or another. In the early 1980s, Howard Gardner wrote the book "Frames of Mind." In this book, he identified eight types of talent and intelligence:

verbal-linguistic (responsible for the ability to write and read, inherent in journalists, writers and lawyers);

digital (typical for mathematicians, programmers);

auditory (musicians, linguists, linguists);

spatial (inherent in designers and artists);

physical (athletes and dancers are endowed with it; these people learn more easily through practice);

personal (also called emotional; responsible for what a person says to himself);

interpersonal (people with this talent often become politicians, speakers, traders, actors);

environmental talent (trainers and farmers are endowed with this talent). 2

The presence of talent should be judged by the high development of abilities, especially special ones, as well as by the results of human activity, which should be distinguished by fundamental novelty and originality of approach. A person’s talent is usually directed by a pronounced need for creativity and reflects social demands.

Genius – the practical embodiment of an increased level of creative potential of an individual relative to other individuals. Traditionally expressed in new and unique creations, belatedly recognized as “masterpieces”. Sometimes genius is explained by a new and unexpected methodological approach to the creative process.

As a rule, a genius creates much more productively and faster than his peers who achieve official recognition in the same field of activity. There is an opinion that genius requires the universal interests of an extraordinary personality.

Psychologists agree that abilities, like muscles, must be developed through exercise. This follows from the very definition of abilities, because they cannot be born on their own, outside of a certain activity. The truth of this thesis can be easily seen using the example of musical abilities. Those who have studied music know that the path to performance mastery lies through daily hours of practice, a significant part of which consists of tedious scales. But these scales are played every day by both beginning musicians and great pianists. However, the point is not so much in the number of exercises, but in the strength of tension, in the systematic nature of mental work, and its methodology.

The highest level of development of abilities, manifested in creative activity, the results of which have historical significance in the life of society, in the development of science, literature, and art, is called genius. Genius differs from talent of social significance of the problems that a person solves. Genius expresses the advanced trends of his time.

Individual characteristics of abilities are reflected in the versatility or one-sidedness of their development. M. Lomonosov, D. Mendeleev, N. Borodin, T. Shevchenko and others had versatile abilities. For example, M. V. Lomonosov achieved outstanding results in various fields of knowledge: chemistry, astronomy, mathematics and at the same time was an artist and writer , a linguist, had an excellent knowledge of poetry.

However, this “...does not mean that all the individual qualities of a genius are developed to the same degree. Genius, as a rule, has its own “profile”, some side dominates in it, some abilities manifest themselves more clearly.”

The individual characteristics of each person’s abilities are the result of its development. Therefore, for the development of abilities, appropriate social conditions and individual activity are needed.

“There are moments in the life of brilliant people when these people show great similarities with madmen, for example, increased sensitivity, exaltation followed by apathy, originality of aesthetic works and the ability to discover, unconsciousness of creativity and the use of special expressions, strong absent-mindedness and suicidal tendencies, as well as often abuse of alcoholic beverages and, finally, enormous vanity.”

It can be said about brilliant people, just like about crazy people, that they remain lonely, cold, and indifferent to the responsibilities of a family man and a member of society all their lives. Michelangelo constantly insisted that “his art replaces his wife.”

There are frequent cases when, due to the same reasons that so often cause madness, that is, due to illness and head damage, the most ordinary people turn into geniuses. As a child, Vico fell from a tall staircase and crushed his right parietal bone. Gratri, at first a bad singer, became a famous artist after severely bruising his head with a log. Mabillon, completely weak-minded from a young age, achieved fame for his talents, which developed in him as a result of a head wound he received.

This dependence of genius on pathological changes can partly explain a curious feature of genius compared to talent: it is something unconscious and manifests itself completely unexpectedly.

Jürgen Meyer says that a talented person acts strictly deliberately. He knows how and why he came to a certain theory, while this is completely unknown to a genius: all creative activity is unconscious.

Those people of genius who have observed themselves say that under the influence of inspiration they experience some inexpressibly pleasant feverish state, during which thoughts involuntarily appear in their minds and splash out of their own accord, like sparks.

If we now turn to solving the question - what exactly is the physiological difference between a genius and an ordinary person, then, on the basis of autobiographies and observations, we will find that for the most part the whole difference between them lies in the refined and almost painful impressionability of a genius.

As mental abilities develop, impressionability grows and reaches its greatest strength in brilliant individuals, being the source of their suffering and glory. These chosen natures are more sensitive in quantitative and qualitative terms than mere mortals, and the impressions they perceive are distinguished by their depth, remain in memory for a long time and are combined in various ways. This is one of the most important prerequisites for geniuses to create something fundamentally new, which is why they are able to see in small things what is not noticeable to others and make the greatest discovery out of these small things. Many brilliant scientists fainted with delight when reading Homer's works. The painter Francia died of admiration after seeing Raphael's painting. giftedness abilities genius mattoid

But it is precisely this too strong impressionability of brilliant or only gifted people that in the vast majority of cases is the cause of their misfortunes, both real and imaginary. A genius is irritated by everything, and what for ordinary people seems like just pinpricks, with his sensitivity already seems to him like a blow from a dagger. Morbid impressionability also gives rise to exorbitant vanity, which distinguishes not only people of genius, but also scientists in general, starting from ancient times.

The poet Lucius did not rise from his seat when Julius Caesar appeared in the meeting of poets, because he considered himself superior to him in the art of versification. Schopenhauer became furious and refused to pay bills if his last name was spelled with two “n’s.”

Everyone who had the rare good fortune of living in the company of brilliant people was amazed at their ability to interpret in a bad way every action of those around them, to see persecution everywhere and in everything to find a reason for deep, endless melancholy. This ability is determined precisely by the stronger development of mental powers, thanks to which a gifted person is more able to find the truth and at the same time more easily comes up with false arguments to confirm the validity of his painful delusion. In part, the gloomy view of geniuses on their surroundings depends, however, on the fact that, being innovators in the mental sphere, they repel most people with unshakable firmness.

A genius has the ability to guess what is not fully known to him: for example, Goethe described Italy in detail without seeing it. It is precisely because of such insight, rising above the general level, and due to the fact that genius, absorbed in higher considerations, differs from the crowd in super-actions or even, like crazy people (but in contrast to talented people), reveals a tendency towards disorder - genius natures are met with contempt from the side of the majority, which, not noticing the intermediate points in their work, sees only the discrepancy between the conclusions they made and the generally accepted ones and the oddities in their behavior.

If some of these latter exhibit remarkable mental abilities, then this is only in relatively rare cases, and moreover, their mind is always one-sided: much more often we notice in them a lack of perseverance, diligence, strength of character, attention, accuracy, memory - the main qualities of a genius. And for the most part they remain lonely all their lives, uncommunicative, indifferent or insensitive to what worries the human race, as if they were surrounded by some special atmosphere that belonged to them alone.

Summarizing these provisions, we can come to the following conclusions: in the physiological relationship between the normal state of a genius person and the pathological state of a madman, there are many points of contact. Among brilliant people there are madmen and among madmen there are geniuses. But there were and are many brilliant people in whom one cannot find the slightest sign of insanity, with the exception of some abnormalities in the sphere of sensitivity.

Having established such a close correspondence between men of genius and madmen, nature seemed to want to point out to us our duty to treat with condescension the greatest of human disasters - madness and at the same time warn us not to get too carried away by the brilliant ghosts of geniuses, many of whom are not only do not rise into the transcendental spheres, but, like sparkling meteors, having once flared up, they fall very low and drown in a mass of delusions.

Talent and genius are different , first of all, in terms of the objective significance and at the same time the originality of what they are capable of producing. Talent is characterized by the ability to achieve achievements of a high order, but remaining, in principle, within the framework of what has already been achieved; genius presupposes the ability to create something fundamentally new, to pave truly new paths, and not just reach high points on already beaten roads. The high level of giftedness that characterizes genius is inevitably associated with excellence in different or even all areas. As an example of universalism, often characteristic of geniuses, it is enough to name Aristotle, Leonardo da Vinci, R. Descartes, G. V. Leibniz, M. V. Lomonosov, K. Marx. But the talent of a genius also has a certain profile, and some side dominates in it, some abilities are especially identified and formed in the leading direction of his work.

Conclusion

The nature of human abilities causes quite heated debate among scientists. Are our abilities innate or are they developed?lifetime? Do you need to be born a musician, or talent, as follows from the well-known statements, is it 1% ability and 99% sweat? Among scientists there are active adherents of both one and the other point of view.

Proponents of the idea of abilities argue that abilities are biologically determined and their manifestation depends entirely on the inherited genetic stock. Training and education, scientists who take this position believe, can only speed up the process of manifestation of abilities, but even without pedagogical influence they will certainly manifest themselves.

Representatives of the other extreme point of view believe that mental characteristics are determined by the quality of education and training and that any person can develop any abilities. Supporters of this trend refer to cases where the children of the most primitive tribes, having received appropriate training, were no different from educated Europeans. Here they talk about the so-called “Mowgli children”, which convincingly testify to irreparable damage, even the impossibility of human development outside of society.

Abilities are formed and developed in the process of activity on the basis of inclinations - hereditary and innate psychological qualities of a person. Consequently, in order to develop the ability for this type of activity, it is imperative to carry out this activity. Abilities characterize a person as a subject of activity.

The problem of talent and genius has been facing psychologists for a long time, and today there is no single concept within the framework of any personality theory that would explain it in full. Most personality theories consider only some aspects of this problem. Nevertheless, the study of issues of the structure of talent is very important, both for the theory of psychology and for solving specific psychological and pedagogical problems of modern education.

When considering psychological literature, the question arises about the relationship between the concepts of giftedness, talent and genius. In many sources, the concepts of giftedness and talent are interpreted as synonymous and are not separated. Genius is seen as the highest degree of manifestation of talent or giftedness. Hence the need to introduce precise concepts to further clarify the problem.

In modern literature, more and more articles and publications appear that touch on this topic in one way or another. True, they are all just a drop in the ocean of psychological problems that appear among teachers and parents of gifted children in our time, when information changes every five years, and sometimes more often. Today's schoolchildren have to fit so much into their memory that sometimes their young, unstable psyche cannot withstand such loads. Hence the emotional breakdowns and depression. Here we no longer have to talk about the development of creative potential, which requires a careful, thoughtful attitude; there is a continuous race for the quantity and quality of knowledge.

Many figures of modern science highlight the personal factor as the only one thanks to which humanity can move forward. Therefore, both abroad and in our country, new programs for the development of talented children and adolescents are being developed, giving them the opportunity to begin realizing their potential as early as possible. But in my opinion, truly good methods can only be developed on the basis of a solid theoretical basis, after the problem has been comprehensively studied and theoretical positions have been formed within the framework of a unified psychological and pedagogical concept.

List of sources used

Averin V. A. Personality psychology: Textbook. - St. Petersburg: EastNovaPress, 2007. – 398 p.

Ananyev B.G. Man as an object of knowledge. – L.: Lenizdat, 1999. – 215 p.

Introduction to psychology / Ed. ed. prof. A.V. Petrovsky. – M.: “Academy”, 1996. – 496 p.

Leites N. S. Early manifestations of giftedness // Questions of psychology. - 1998. - No. 4. - P. 98-107.

Luria A.R. Lectures on general psychology. – St. Petersburg: Peter, 2006. – 320 p.

Maklakov A.G. General psychology: Textbook. Benefit. – St. Petersburg: Peter, 2001. – 592 p.

Matyushkin A.M. The concept of creative talent // Questions of psychology. – 1989 - No. 6. – pp. 29-33.

Mukhina V.S. Age-related psychology. Phenomenology of development. – M.: “Academy”, 2006. – 608 p.

Nemov R.S. Psychology: In 3 books. – M.: VLADOS, 2003. – Book. 1: General fundamentals of psychology. – 688 p.

General psychology: Textbook / Ed. Tugusheva R. X., Garbera E. I. – M.: Eksmo, 2006. – 592 p.

Popova L.V. Gifted girls and boys // Primary school: “plus – minus”. - 2000. - No. 3. – P. 58-65.

Psychology: Textbook / Ed. prof. K.N. Kornilova, prof. A.A. Smirnova, prof. B.M. Teplova. – M.: Uchpedgiz, 1988. – 614 p.

Shcheblanova E.I., Averina I.S. Modern longitudinal studies of giftedness // Questions of psychology. – 1994. - No. 6. – pp. 134-139.

Shcheblanova E.I. Unsuccessful gifted schoolchildren: their problems and characteristics // School of Health. -1999. No. 3. – P. 41-55.

Slutsky V.M. Gifted children: www.friendship.com.ru

http://psylist.net/difpsi/genials.htm

1 Teplov B.M. Abilities and giftedness: Psychology of individual differences. - M.: Moscow University Publishing House, 1982. – 404 p.

2 Gardner G. Frames of the mind. – M.: Nauka, 1980. – 250 p.

3 Psylist. net[Electronic resource] – access mode to the article: http://psylist.net/difpsi/genials.htm

Many people can have talents. Genius refers to a developed talent that a person applies in his life. However, there are people who do not know or do not have talents. This is where parody begins, aimed at achieving fame and.

People achieve their fame in different ways. And if a person fails to achieve success by encouraging his talent, then he begins to ridicule it, getting the opportunity to at least attract the attention of society. So, for example, a girl who cannot sing can create an image of a famous person and begin to parody her. In other words, if a person's talent does not meet standard requirements, then it continues its development in a comical form - ridiculing what was not appreciated.

How long can one become famous by ridiculing art in a field in which a person's talent has not been appreciated? It all depends on the correct delivery of ridicule. There are men who dress like women, calling themselves designers, and only a few of them actually become famous. There are women who enlarge their breasts to extremely huge sizes, and only a few of them become famous.

Perhaps we can understand that the anti-cultural presentation of one's talent brings fame to a few. And the main thing that can allow such a person to still interest society is some kind of conformity with the culture that he ridicules. That is, a man who dresses like a woman should do it beautifully, stylishly, so that he is pleasant to look at. In this case, his unnatural image will be accepted by society. And a woman with large breasts needs to use them for business, for example, to advertise bras, dresses with a neckline, etc.

Why does the countercultural movement take place? Because the reaction of people who see these people is not aggressive. People laugh, smile, some even take it calmly if they suddenly see a naked man passing by. And since there is no impunity and the goal is achieved - fame, since the attention of strangers is glory - then more and more you can see how untalented people ridicule the beauty of nature, culture, art, style, morality in which they could not become famous in generally accepted ways.

If a person has no talent, then he starts making fun of him. What it is?

What is genius?

It is difficult to give a clear definition of what genius is. This is a person’s ability to realize their mental, motor or creative abilities at a higher level than ordinary people. Genius is often associated with innovation, inspiration, and originality. This is going beyond the ordinary in science, art, creativity, which allows you to make new discoveries and create new technologies.

In psychology, genius is understood as a deviation that is accompanied by giftedness. There are very few people of genius, largely due to the fact that no one helps people develop their talents. From childhood, everyone goes through an average upbringing, which does not provide for the development of genius. Only in rare cases can a child exhibit inclinations, the development of which leads to genius.

4 theories of the emergence of genius:

Develops against the background of mental disorders and insanity. People often observed states of madness in those who created certain innovations. Nervous disorders, neuroses, trance states and other manifestations were observed in geniuses. However, it is noted that a person with mental disabilities cannot do anything useful for society.
Develops as a result of proper focus, use and improvement of one’s skills under the influence of motivation. Here we consider the mechanism of directing sexual energy in a different direction or compensating for missing qualities by developing others.
Develops in a favorable combination of social and economic circumstances, where certain qualities and skills have the opportunity to improve.
Considered as a more highly developed type of personality with special abilities.

Signs of genius

Genius is determined by high activity of the intellect, psyche and creativity. It also identifies certain features:

Unconventional thinking that stands out from the crowd.
Determination is a person’s desire to demonstrate his talents.
Perfectionism is perfection.
Attention to detail and imagination, which helps to come up with new ideas, thoughts, think flexibly, etc.
Multipotentiality – development of skills in several directions at once.
High self-esteem and a lot of energy, which goes hand in hand.
Original and spontaneous behavior.
Early age of manifestation (in rare cases, giftedness manifests itself in adulthood).
Curiosity is a tendency to constantly receive new information related to a gift.
Excessive sensitivity, perception of details.

A man of genius does not stand still. He craves discoveries, novelty, and being ahead of his time. This happens due to a person’s ability to look at a situation or thing from a new angle. If the majority thinks stereotypically, clichedly, the way they were taught, then a brilliant person thinks big, looks from different angles, notes details that can lead him to new discoveries.

Talent and genius

Only recently has there been a clear division between talent, genius and giftedness. However, these concepts have similar features that flow into one another. Talent is understood as a certain quality, ability, skill that allows a person to demonstrate it at the highest level. Usually we are talking about a certain field of activity where a person uses his skill, which is manifested in originality, novelty, and high achievements.

Genius refers to the development of talents, that is, the highest achievement of a level when a person manifests it in many, often opposite, areas. Genius is often associated with the search for something new, the elimination of habitual principles, and a change in worldview. This is why brilliant people are often not accepted by their contemporaries, who do not want to change and learn new things.

Talent and genius are not genetic, but innate characteristics. Ordinary parents can give birth to a gifted child, just as a talented mother and father can have an ordinary baby.

Talent and genius have different natures of their origin. Talent can be understood and developed, brought to perfection. Genius is usually either present or absent in a person. It is an innate quality that manifests itself in a person.

Genius is irrational, talent is rational.
Genius manifests itself; talent develops through an effort of will.
Genius allows you to quickly achieve something new and make discoveries. Talent is usually the result of perseverance and the correct execution of actions, favorable circumstances that contributed to its manifestation.
Genius cannot be explained, especially in its manifestations. Talent can be recognized and directed in the right direction.

Talent is a person’s ability to see the social and economic conditions in which he is immersed and to choose exactly those actions that will help him achieve his goal. If genius follows completely new paths, then talent follows familiar paths, but only when it is needed.

School destroys the genius in a person. And this is not propaganda, but a fact of real life. What does a modern school do? She directs all her efforts to loading children with knowledge, most of which every child absolutely does not need. Remember, parents, how much knowledge you still have from school. Only the first 3 grades are fundamental, when a person is taught to read, write, count, etc. And all other school years are a waste of time and effort.

A genius is not a child killed inside. And the child is broken by the upbringing of parents, which is accepted in society, and the course of education in schools. In educational institutions they make slaves, breaking personalities. Of the 90% of talented first-graders, 10% of individuals graduate from school, and all the rest are broken people. The end result is slaves of the state who have already become accustomed to the idea that they will work for someone and save money for retirement.

Why does training break people, making them slaves? This is useful for the state, which must control a large number of people. From a talented person with endless possibilities, the school turns into an obedient slave, ready to work for the good of the state. The potential is enormous, but the system of values and paradigms of school education makes a person become a slave. This is why school destroys the genius in a person: it prepares “full-fledged members of society” rather than nurturing personalities, individualities and unique people.

Where have you seen that an individual approach was applied to each student at school? This is not the case anywhere, because the school “churns out useful members of society” who will work for the benefit of the state and hope for a minimum pension.

Why does school destroy the genius in a person? Because it is not beneficial to the state. Smart and free people are very difficult to manage. You need to negotiate with them. And he told the slave, gave him chewing gum or television, football, beer - and got from him everything he wanted. In other words, you need to negotiate with geniuses, potentially successful, free and thinking people. Why do this if you can break people at a time when they are just developing and acquiring skills in order to turn them into “obedient slaves” who need nothing but food, home, beer and series on TV?

Bottom line

Every parent would like to have a genius. Every person would like to cultivate their existing talents. However, the surrounding world, which was created by people, the state, and society, is not interested in creating such things. The result is isolated manifestations of talent and genius, when a person manages to express himself.

In order to develop at least talents in your child, you need to raise him differently than is customary in society. The state system cannot be changed. But you can change the climate within your family, where everyone can show their abilities.

People have been wondering what talent is for a long time. Some view it as a gift from God, while others see giftedness as the result of hard work and self-improvement. Is it possible to develop certain abilities and what determines whether a person has a gift?

Talent - what is it?

Talent refers to something that is inherent in an individual from birth. They develop with experience and, when directed in the right direction, form a skill. This term comes from the New Testament and means a gift from God, the ability to create something new and unique. Simply put, it is a person’s ability to do something better than others. When and how does talent manifest itself?

A person can be gifted from birth and show his uniqueness from childhood (a striking example is Mozart).
An individual can express himself in adulthood, like Van Gogh or Gauguin.

Talent in psychology

Human talents are considered in psychology as a set of abilities. What talent is, the politician Carlo Dossi very succinctly described back in the 19th century, it is in equal parts:

instinct;
memory;
will.

However, scientists assure that such an isolated ability is not a talent, even if it is pronounced. This is proven by examinations of people with phenomenal memory conducted in the first half of the twentieth century by a Moscow group of psychologists. The outstanding mnemonic abilities of the subjects were not used in any areas of activity. Memory is only one of the factors of success, but to no less extent the development of talent depends on imagination, will, interests, etc.

Are all people talented?

There is ongoing debate among scientists and critics about what talent is and whether it is inherent in all individuals. Here opinions are divided into diametrically opposed ones:

Everyone has talent, because every individual is good in a certain field. You can use specific methods to develop your extraordinary abilities and develop them through exercises.
Genius is the destiny of the chosen few, a divine spark that arises rarely and completely unpredictably.
Any talent requires hard work and daily exercise. A person’s abilities are revealed over time and come with experience.

Signs of a talented person

There are several signs of a person who has a gift:

Creative people have a lot of energy in their field of interest and can be obsessed with an idea for days on end.
Gifted individuals are both introverts and extroverts.
The uniqueness of talented people is manifested in the fact that they are modest and at the same time.
For the sake of what they love, such individuals are ready to sacrifice their career.
Extraordinary individuals are not always gifted in all areas, but often in just one. Talent and genius should not be confused, because in the second case the person is considered gifted in all areas. In other words, genius represents the highest level of creative manifestations of personality.

What types of talents are there?

Scientists identify certain types of talents depending on the types of intelligence:

linguistic (possessed by linguists, journalists, writers and lawyers);
logical-mathematical (mathematicians, scientists);
musical (musicians, composers, linguists);
spatial (architects, designers, artists);
bodily-kinesthetic (dancers, athletes);
interpersonal (politicians, actors, directors, traders);
emotional, or intrapersonal (inherent in all professions, this is what a person says about himself);
There is also a hidden talent that an individual does not subconsciously or consciously develop, sometimes due to a lack of self-confidence, sometimes due to fear of leaving the comfort zone.

How to become talented?

Millions of minds are struggling to figure out how to recognize their talent. Disclosure of outstanding abilities presupposes their identification of abilities, accumulation of experience and full use. The stages of revealing unique talents are as follows:

Before finding his talent, a person feels certain inclinations towards a certain area: he is interested in news related to this area, accumulates knowledge, and collects material.
The stage of deeper immersion in the topic, attempts to copy other people's work.
Attempts to create something unique, inimitable. If at this stage original works or previously unexpressed ideas are born, it means that talent has been born.
Full use of identified abilities.

How to raise a talented child?

A child's potential innate talent depends on his parents. When adults try to view their offspring as extensions of themselves, they demand too much and give too intense instructions. Then the child does not develop and form his needs, but only satisfies the unfulfilled dreams and unfulfilled desires of his mother and father. Therefore, in order to raise a gifted child, you need to listen to what interests him. The identified personal predisposition of the baby should be developed.

The most talented nation in the world

In attempts to determine which country's representative is the most talented, people have had a lot of debate, primarily because it is difficult to determine what criterion of uniqueness can be taken as a basis. If high intelligence is taken as the main criterion of talent, then judging by the Nobel Prize laureates, the most extraordinary people in the world live in the following countries:

USA – more than a third of the laureates live in this country.
Great Britain – every year British scientists win championships in some field.
Germany - the German machine is trying to be the first in everything, including in the field of discoveries.
France – in the field of art, literature, painting, this state has no equal.
Sweden – the birthplace of Alfred Nobel closes the top five.

Top talented people in the world

It is difficult to say who the most talented people in the world are, since there are many types of talent. However, you can make a list of outstanding charismatic personalities who have made a huge contribution to the development of humanity:

Films about talented people

Gifted individuals have always been of interest to society, so there are many films about geniuses, great scientists, doctors, composers, writers, whose uniqueness could not go unnoticed. Films about talents and extraordinary personalities inspire and inspire a thirst for activity. These films can be divided into two subgroups.

Films that describe real or existing talented people of the world:

"Pianist" Romana Polanski (2002), describing the life of Wladyslaw Szpilman;
"Pirates of Silicon Valley" Martin Burke (2009) about the conquest of the world by Bill Gates and Steve Jobs;
"Jobs: Empire of temptation" Joshua Michael Stern (2013);
"Stephen Hawking's Universe" Jayma Marsh (2015).

Fictional feature films that explore to one degree or another what talent is:

"Mind games" Ron Howard (2001);
"Good Will Hunting" Gus Van Sant (1997);
"Perfumer" Tom Tykwer (2006);
"The Thomas Crown Affair" John McTiernan (1999).

Books about talented people

There is a vast body of literature, both fiction and biographical, about child prodigies and outstanding personalities who, through hard work, achieved recognition and fame:

Ivan Medvedev. "Peter I: the good or evil genius of Russia": fascinating and impartial about who the talented person really was.
Georg Brandes. "The genius of Shakespeare. King of Tragedy": dedicated to the 450th anniversary of the writer, a detailed description of his life and work.
Irving Stone. "Lust for Life": the most famous chronicle of the life of Vincent Van Gogh, his thorny, difficult path to recognition.
Cesare Lambroso. "Genius and Madness": an original view of an Italian psychiatrist on the nature of genius.
Kir Bulychev. "Genius and Villainy": a fantastic story about an attempt to take over the world using soul teleportation.
Dina Rubina. "Leonardo's Handwriting": A story about an incredibly gifted woman who rejects a gift from heaven and just wants to be ordinary.

Works that mention extraordinary personalities help people who have not yet developed their abilities to find themselves, raise self-esteem, get out of their comfort zone, find an idea that would capture the mind and actions and better understand world history. It is useful to get acquainted with some of the works presented. Even for the purposes of general development.

Introduction

RelevanceThe topics of our course work are revealed by the following provisions. A few decades ago, S. L. Rubinstein wrote: “A lot of work has been devoted to the study of giftedness. However, the results obtained are in no way adequate to the amount of labor spent on these works. This is explained by the fallacy of the initial assumptions of so many of the studies and the unsatisfactory nature of the methods that were mostly used in them.”

Unfortunately, sometimes, with the help of inexorable analysis, those bright, rainbow illusions with which a person deceives and exalts himself are destroyed and destroyed one after another. So we come to the conviction that love is, in essence, nothing more than the mutual attraction of stamens and pistils... and thoughts are the simple movement of molecules. Even genius - this only sovereign power that belonged to a person, before which, without blushing, one can kneel - even many psychiatrists put it on the same level with a penchant for crime, even in it they see only one of the teratological forms of the human mind, one of the varieties madness.

Issues of giftedness, talent, genius, as Rubinstein correctly noted above, despite the regularity of study, remain not fully understood, with such different options for cause-and-effect relationships that it is difficult to talk about any logical connection between these theories. For example, in the psychological literature, the question of the relationship between the concepts of giftedness, talent and genius often has very contradictory answers. In many sources, the concepts of “giftedness” and “talent” are interpreted as synonymous and not separated, and genius is considered as the highest degree of manifestation of talent or giftedness.

The lack of development and at the same time the importance of the topic of the course work also emphasizes the relevance of our theoretical research.

Object of studyare such psychological concepts as giftedness, talent, genius.

Subject of research- features, time of appearance, development, disclosure of such aspects of the psyche as giftedness, talent, genius.

TargetOur course work is to study the features and conditions of the emergence, development and disclosure of such aspects of the human psyche as giftedness, talent, genius.

The goal is achieved by the following tasks:

Give a general description of a person’s abilities, describe the levels and development of special abilities, the relationship between abilities and age;

study the general concept of giftedness, characteristics of children's giftedness and its types, the influence of the social environment on giftedness;

study the theoretical and psychological foundations of talent;

reveal the general concept of genius, the similarity between brilliant people and crazy people;

describe the intermediate stage of genius - mattoids (according to Ch. Lombroso);

In the process of revealing the stated topic, we studied the works of such psychologists as: Ananyev B.G., A.V. Petrovsky, Gardner G., Gippenreiter Yu.B., Leites N.S., Luria A.R., Matyushkin A.M., Nemov R.S., Popova L.V., Rubinshtein S.L., Teplov B. M., Shcheblanova E.I.

Our work is written on 36 pages, consists of an introduction, 5 paragraphs with subparagraphs, a conclusion, a list of references (30 sources) and is exclusively theoretical in nature.

The first chapter of our course work is devoted to abilities as the basis of the processes we study, the 2nd chapter describes giftedness, the 3rd - talent, the 4th - genius and its intermediate level, in the 5th chapter we give general recommendations for working with gifted children .

1. Abilities

.1 General characteristics of human abilities

M. Teplov made a great contribution to the study of abilities in Russian psychology. In addition, the theory of abilities was created by many other domestic psychologists: Vygotsky, Leontiev, Rubinstein, Ananyev, Krutetsky, Golubeva.

Teplov identified 3 main signs of abilities:

· individual psychological characteristics that distinguish one person from another;

· features that are relevant to the success of an activity or several activities;

· features that cannot be reduced to existing knowledge, skills, abilities, but which can explain the ease and speed of acquiring knowledge and skills.

According to S. L. Rubinstein, “abilities are a complex, synthetic formation that includes a whole range of data, without which a person would not be capable of any specific activity, and properties that are developed only in the process of a certain way of organized activity” .

V. S. Yurkevich understands types of activities as abilities, V. D. Shadrikov understands the properties of functional systems that implement individual mental functions, etc. But we will focus on Teplov’s definition. Summarizing all the above characteristics, we get the following definition:

« Capabilities- individual personality traits, which are subjective conditions for the successful implementation of a certain type of activity. Abilities are not limited to the knowledge, skills and abilities an individual has.”

It should also be noted that abilities can only exist in a constant process of development. Without development, the ability is lost. That is why the success of a particular activity depends on the development of the abilities necessary for this activity.

They highlight natural (or natural) and specific abilities. Naturalabilities are biologically determined and associated with innate inclinations. Many of the natural abilities are common to humans and animals, especially higher animals, for example, monkeys (for example: memory, thinking, the ability to communicate at the level of expression). These abilities are formed through learning mechanisms such as conditioned reflex connections.

Specificthe same abilities have a socio-historical origin and ensure life and development in the social environment. In turn, specific abilities can be divided into 3 more types:

· theoretical, which determine a person’s propensity for abstract-logical thinking, and practical, which underlie the propensity for concrete practical actions;

· educational, which influence the success of pedagogical influence, a person’s assimilation of knowledge, skills, abilities, the formation of personal qualities, and creative, associated with success in creating works of material and spiritual culture, new ideas, discoveries, inventions.

· ability to communicate and interact with people.

We also note that theoretical and practical abilities do not combine with each other, unlike natural and other specific ones. In this case, most people have either one or the other type of ability. Together they are extremely rare and mainly occur in gifted and versatile people. Abilities help a person develop and, with a certain combination of various well-developed abilities, determine the level of development of abilities, in general, for a particular person.

The prerequisite for this development of abilities is the innate abilities with which the child was born. However, abilities are not determined by biologically inherited properties. The brain contains only the ability to form these abilities. How abilities develop depends on:

1)on the quality of existing knowledge and skills, on the degree of their integration into a single whole;

2)from the natural inclinations of a person, the quality of the innate nervous mechanisms of elementary mental activity;

)from the greater or lesser “training” of the brain structures themselves involved in the implementation of cognitive and psychomotor processes.

1.2 Levels and development of special abilities

Abilities have a complex structure, which depends on the development of the individual. There are two levels of development of abilities:

reproductive

·creative

A person who is at the reproductive level only displays a high ability to assimilate knowledge, master activities and carry them out according to a given model. At the creative level, a person creates something new and original.

If humanity were deprived of the opportunity to create or did not have educational (reproductive) abilities, then it would hardly be able to develop. Therefore, some authors believe that reproductive abilities are, first of all, general abilities, and creative abilities are special ones that determine the success of creativity. And their interaction determines the development of humanity.

It is worth taking into account that these levels are interconnected; all creative activity includes reproductive activity, and reproductive activity includes creative activity. Also, both levels are quite dynamic. They are not something frozen. In the process of mastering new knowledge or skills, a person moves from one level to another, the structure of his ability changes. It is known that even extremely gifted or even brilliant people began by imitation.

The development of one or another ability takes place in several stages:

·Inclinations

·Capabilities

·Giftedness

·Talent

·Genius

Makings of- these are only peculiar anatomical and physiological prerequisites for the development of abilities. Abilities can be formed from inclinations only during activity and under favorable conditions. In addition, every deposit is multi-valued, i.e. under different conditions, different abilities can be formed from it.

Ability- this is a basic personality property, which is a condition for the successful performance of a certain activity. The vast majority of people have the ability to perform several types of activities.

Giftednessconnected with the development of abilities, but at the same time independent of them. B.M. Teplov defined giftedness as “a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing one or another activity depends.” Giftedness does not ensure success in any activity, but only the opportunity to achieve this success. Those. To successfully perform an activity, a person must have certain knowledge, skills or abilities. Giftedness can be special - that is, applicable to one type of activity, and general - to different types of activity. Often general talent is combined with special talent. Signs that indicate giftedness include early development of abilities or more pronounced ones compared to other members of the same social group.

Talentis an ability inherent from birth. But it reveals itself gradually, with the acquisition of certain skills or experience. Modern scientists identify certain types of talent that people possess to one degree or another. In the early 1980s, Howard Gardner wrote the book "Frames of Mind." In this book, he identified eight types of talent and intelligence:

· verbal-linguistic (responsible for the ability to write and read, inherent in journalists, writers and lawyers);

· digital (typical for mathematicians, programmers);

· auditory (musicians, linguists, linguists);

· spatial (inherent in designers and artists);

· physical (athletes and dancers are endowed with it; these people learn more easily through practice);

· personal (also called emotional; responsible for what a person says to himself);

· interpersonal (people with this talent often become politicians, speakers, traders, actors);

· environmental talent (trainers and farmers are endowed with this talent).

Genius- practical embodiment of an increased level of creative potential of an individual relative to other individuals. Traditionally expressed in new and unique creations, belatedly recognized as “masterpieces”. Sometimes genius is explained by a new and unexpected methodological approach to the creative process.

But all this relates to training existing abilities. The formation of new abilities takes place in several stages:

1)Identification of inclinations. This is a very important stage at which it is necessary to identify the prerequisites for certain abilities for their further formation. This can be done through observation, however the most common approach to this process is to conduct various tests. A similar technique is widely used by child psychologists to identify the inclinations of a child, but can also be applied to an adult, which is practiced by employers during an interview with a candidate.

)Providing a favorable environment for the development of abilities. A favorable condition can be considered a sensitive period of human development, that is, a period when the conditions for the development of certain abilities are most optimal. This period is often called a period of special sensitivity. Sensitive periods are typical for children, but the time of their occurrence and duration depend on the individual characteristics of each particular child. The adult’s task at this stage is to anticipate or notice such a period in time and provide the child with what he needs to develop this or that ability. An example would be learning to play the violin. Most teachers do not begin to teach children over nine years of age, since usually after this age the sensitive period for a given musical ability ends.

)Introduction to the activity. This stage is the practical implementation of the previous one and has many similarities with it. As soon as favorable conditions for the development of a particular ability are identified, it is necessary to immerse the person in activities directly related to this ability. Because as mentioned above, ability can arise and develop only within activity. The variety of activities that a person engages in contributes to the most versatile and at the same time complex development of his abilities. It is also important to take into account some requirements, the observance of which will allow the most effective development of a particular ability.

· Creative nature of activity. Such an activity requires a person to be quick-witted and have some originality. In addition, this approach will allow you to achieve complete immersion in the environment, completely capturing your attention. This is most relevant for children; the most effective methods of teaching and developing abilities today are based on creative, often playful activities.

· Optimal difficulty level. It is necessary to take into account the characteristics of each individual, his mental abilities, physical qualities and some individual properties, such as memory, attention, etc. If the activity is too simple, it only ensures the implementation of existing abilities; if it is overly complex, it becomes impossible to implement and, therefore, also does not lead to the formation of new skills.

· Ensuring a positive emotional statecontributes to the formation of interest in activities and increasing their effectiveness. A positive attitude can be achieved through a system of successes and failures. Within its framework, every failure must be supported by a victory, thus some variety is introduced into the process of activity, excitement arises, which does not allow the individual to quit this or that type of activity.

· Proper motivation.Stimulating motivation also maintains an individual's interest in a given activity. It turns the goal of activity into an actual human need. For the formation and development of human abilities, learning is necessary, and according to the theory of social learning, this process cannot occur without appropriate reinforcement. The stronger the reinforcement, the faster and more effective the development of a particular ability will be. Stimuli such as encouragement and punishment can be used as reinforcement. Encouragement is considered a more effective method because... Punishments often lead to the suppression of unwanted behavior rather than its elimination.

Thus, the development of a person’s abilities for various types of activities largely depends on the external environment. There is an opinion that the development of a person’s creative abilities has some special, internal sources. Proponents of this idea support their point of view by the predisposition of some people and the complete inability of others to certain types of activities. However, they forget and distort the main thing - the source of development of abilities. Spontaneously developed initial abilities are mistaken for innate.

So, the initial abilities of people develop very quickly, but they reach only the lowest level. In order to continue the development of certain abilities or to form new ones, the development process must be organized and managed.

1.3 Relationship between abilities and age

Of course, abilities develop throughout life, because they are closely related to the development of a person’s personality, which never tires of improving. However, for the most part, abilities are revealed and developed in childhood.

The development of children's abilities occurs in the process of training and education. A child’s abilities are formed in the process of learning material and spiritual culture, technology, science and art. The prerequisite for this development is innate inclinations. They are both common to all people and completely unique to each person. In the process of development of a person and his personality, inclinations turn into diverse and more advanced abilities. The very first manifestations of inclinations transform them into elementary abilities.

At the same time, each ability that begins to take shape is, as it were, a deposit for the further development of abilities. Each ability, when manifested, at the same time develops, moves to a higher level, and its transition to a higher level opens up opportunities for new, higher manifestations. The role of inclinations in the development of various abilities is different. It is more significant and specific, for example, in the development of a musician, in whose talent the specific innate properties of the hearing aid play a significant role, than in the development of the abilities of a literary scholar, historian or economist.

An essential stage in the development of a child’s abilities is the development of his so-called readiness to learn. This ability to learn does not fade away at school age, as those who associate it with a certain period of maturation tend to claim. The practice of mass adult education to eliminate illiteracy in the Soviet Union has proven this. But, of course, youth is still an exceptionally favorable time for learning; in the process of this learning, abilities are formed that open up greater opportunities for successful further learning and improvement in adulthood.

There are always individual differences in children's abilities. They can manifest themselves in successful studies, in the fact that different children have different aptitudes for different subjects, and they master knowledge with different depths. However, success in something cannot be turned into a criterion for giftedness, because children may have different motivations. Therefore, the same successes of different students can be indicators of different abilities. And with the same abilities, successes can be different.

2. Giftedness

.1 General concept of giftedness

The concept of giftedness has not received a single generally accepted definition. The most common is the definition of the German psychologist W. Stern, a leading psychologist in the modern interpretation of the problem of giftedness:

“Giftedness is the general ability of an individual to consciously orient his thinking towards new requirements; this is the general ability of the psyche to adapt to new tasks and living conditions.”

Giftedness is something like a natural gift, or something hereditary. Giftedness is a function of the entire system of living conditions in its unity, a function of the individual. It is inextricably linked with the whole of human life and therefore finds itself at different stages of its development.

The natural inclinations of the body do not in themselves uniquely determine a person’s talent. They are only an integral component of the system of conditions that determine the development of the individual and his talent. Giftedness expresses the internal development capabilities not of the organism as such, but of the individual.

Giftedness manifests itself only through its relationship with the conditions in which specific human activities occur. It expresses the internal data and capabilities of a person, that is, the internal psychological conditions of activity in their relationship with the requirements that this activity poses. For the dynamics of giftedness, the optimal level of requirements put forward in the course of human activity, for example, the requirements that the curriculum sets for the student, is essential. To stimulate development, these requirements must be high enough.

The question of the relationship between giftedness and special abilities faces a fundamental problem - the problem of the relationship between general and special development, the solution of which is of great importance for children's pedagogical psychology. In genetic terms, the relationship between general and special development, and, accordingly, between giftedness and special abilities, changes with age. The use of each of these psychological concepts is legitimate, but one should not forget about their relative nature, because special abilities are both genetically and structurally related to giftedness, and giftedness is specifically manifested in special abilities and develops in them.

Giftedness is a unique combination of abilities on which the possibility of achieving greater or lesser success in performing a particular activity depends. Understanding giftedness significantly depends on how much weight is given to certain types of activities and what is meant by the successful implementation of each specific activity.

People's talents and abilities vary not quantitatively, but qualitatively. Qualitative differences in giftedness are expressed not only in the fact that one person is gifted in one area, another in another, but also in the level of development of giftedness. Searching for qualitative differences in abilities is an important task of psychology.

The purpose of giftedness research is not to rank people by its level, but to develop ways of scientifically analyzing the qualitative characteristics of giftedness and abilities. The main question is not how gifted or capable a particular person is, but what the giftedness and abilities of this person are.

2.2 Children's giftedness

The main difficulty in identifying signs of giftedness during childhood is that it is not easy to identify what is actually individual in them, relatively independent of age. Thus, the high mental activity observed in a child, a special readiness for tension, is an internal condition for mental growth. And it is not known whether it will turn out to be a stable feature at subsequent age stages. A child’s creative aspirations and his production of new trains of thought can also be classified as harbingers of giftedness, but it is not a fact that they will receive further development. At the same time, early manifestations of giftedness do not yet predetermine a person’s future capabilities: it is extremely difficult to foresee the course of the further development of giftedness.

Determining a child’s giftedness is a complex task, in solving which it is necessary to use both the results of a comprehensive psychological examination and information about the child’s school and extracurricular achievements obtained by interviewing parents, teachers, and peers. Only such an integrated approach to diagnosis is recognized by all scientific concepts, while the question of the structure and factors of development of giftedness remains debatable. Numerous psychological studies have changed the initial ideas about a high IQ (intelligence quotient) as the only criterion for outstanding achievements, demonstrating the critical role of creativity and personality, interests and special abilities, as well as social conditions in the development of giftedness. In most scientific concepts, giftedness and the prerequisites for its development are associated with the creative capabilities and abilities of the child, defined as creativity. Gifted children exhibit a strong desire to engage in activities for which they are capable.

They can literally spend hours every day doing something that interests them, without getting tired and without straining at all. This is both work and play for them. All experiences, interests, searches, questions are concentrated around these activities. It is easy to understand how much, as a result of such almost continuous activity, a child manages to learn, understand and assimilate, and how much time and effort would be required for a teacher to specifically teach him all this.

There is a certain age sequence in the manifestation of giftedness in different areas. Giftedness for music can manifest itself especially early, then for drawing; In general, talent for art appears earlier than for science. General intellectual talent can manifest itself in an unusually high level of mental development (all other things being equal) and in the qualitative uniqueness of mental activity. Gifted children are characterized by enthusiasm for their activities and manifestations of creative moments in their activities.

A child’s giftedness, like his individual abilities, are not given by nature in a ready-made form. Innate inclinations of abilities are only one of the conditions for a very complex process of formation of individual psychological characteristics, which largely depend on the environment, on the nature of the activity. The signs of giftedness cannot be judged solely on the basis of the results of standardized tests (tests). The giftedness of children can be established and studied only in the process of training and upbringing, during the child’s performance of one or another meaningful activity.

The identification and development of giftedness in children is facilitated by special schools (for example, with a musical, mathematical focus), various clubs and studios, children's technical stations, holding school Olympiads, children's amateur art competitions, etc. Caring for gifted children involves combining the development of special abilities with broad general educational training and comprehensive personality development.

2.3 Types of giftedness

Gifted children differ extremely greatly from each other in terms of types of giftedness.

Types of giftedness include the following:

a) Artistic talent.

This type of giftedness is supported and developed in special schools, clubs, and studios. It implies high achievements in the field of artistic creativity and performing skills in music, painting, sculpture, and acting abilities. One of the major challenges is to ensure that these abilities are recognized and respected in mainstream schools. These children devote a lot of time, energy to exercise, achieving mastery in their field. They have few opportunities for successful studies; they often need individual programs in school subjects and understanding from teachers and peers.

b) General intellectual and academic talent.

The main thing is that children with this type of giftedness quickly master fundamental concepts and easily remember and retain information. Their highly developed information processing abilities allow them to excel in many areas of knowledge.

Academic talent has a somewhat different character, which manifests itself in the success of learning individual academic subjects and is more frequent and selective.

These children can show high results in ease and speed of progress in mathematics or a foreign language, physics or biology and sometimes have poor performance in other subjects that are not so easy for them. The pronounced selectivity of aspirations in a relatively narrow area creates its own problems at school and in the family. Parents and teachers are sometimes dissatisfied that the child does not study equally well in all subjects, refuse to recognize his giftedness and do not try to find opportunities to support and develop special talents.

c) Creative talent.

First of all, debate continues about the very need to distinguish this type of giftedness. The essence of the disagreement is as follows. Some experts believe that creativity is an integral element of all types of talent, which cannot be presented separately from the creative component. So, A.M. Matyushkin insists that there is only one type of giftedness - creative: if there is no creativity, there is no point in talking about giftedness. Other researchers defend the legitimacy of the existence of creative talent as a separate, independent species. One of the points of view is that talent is generated either by the ability to produce, put forward new ideas, invent, or by the ability to brilliantly perform and use what has already been created.

At the same time, researchers show that children with a creative orientation often have a number of behavioral characteristics that set them apart and that cause not at all positive emotions in teachers and people around them:

· Greater independence in judgment;

· Subtle sense of humor;

· Lack of attention to order and organization of work;

· Bright temperament;

· Social giftedness.

The definition of social giftedness is that it is an exceptional ability to form mature, meaningful relationships with others. There are such structural elements of social giftedness as social perception, prosocial behavior, moral judgments, organizational skills, etc.

Social talent is a prerequisite for high success in several areas. It presupposes the ability to understand, love, empathize, and get along with others, which allows you to be a good teacher, psychologist, and social worker. Thus, the concept of social giftedness covers a wide range of manifestations associated with the ease of establishment and high quality of interpersonal relationships. These features allow one to be a leader, that is, to show leadership talent, which can be considered as one of the manifestations of social talent.

There are many definitions of leadership talent, in which it is possible, however, to identify common features:

· Above average intelligence;

· Ability to make decisions;

· Ability to deal with abstract concepts, planning for the future, and time constraints;

· A sense of purpose, direction of movement;

· Flexibility, adaptability;

· Sense of responsibility;

· Self-confidence and self-knowledge;

· Perseverance;

· Enthusiasm;

· Ability to express thoughts clearly;

The listed types of giftedness manifest themselves in different ways and encounter specific barriers to their development, depending on the individual characteristics and uniqueness of the child’s environment.

2.4 The influence of the social environment on giftedness

The results of various researchers examining the influence of the social environment (socio-economic relations, material support, social conditions, etc.) on giftedness are not clear. But it is possible to draw the following conclusions: socio-economic conditions influence the development of giftedness, because they determine a person's standard of living; The more economically developed a society is, the more favorable the opportunities for human development.

A very important condition for the development of giftedness is the family, namely:

-family structure and emotional climate;

-styles of parent-child relationships;

-Parents' attitude towards children's giftedness.

The issue of styles of parent-child relationships has been studied in more detail. Scientists are unanimous that styles based on strict control and forceful pressure do not provide opportunities for the development of a gifted personality. An important aspect is the attitude of parents towards children's giftedness. Obviously, this factor is one of the main ones influencing the realization of a child’s capabilities.

Relationship types:

Negative;

Ignoring;

Positive;

-hypersocialization (when parents see giftedness as prestige, an opportunity for self-affirmation through the outstanding abilities of their children or the realization of their unfulfilled opportunities).

3. Talent

Talent is a high level of a person’s ability to perform a specific activity. It's a combination of abilitiesthat give a person the opportunity to successfully, independently and originalperform certain complex work activities.

Talent is a high level of development, especially special abilities. This is a set of such abilities that make it possible to obtain a product of activity that is distinguished by novelty, a high level of perfection and social significance.

Already in childhood, the first signs of talent in the field of music, mathematics, linguistics, technology, sports, etc. can appear. However, talent can manifest itself later. The formation and development of talent largely depends on the socio-historical conditions of human life and activity.

Talent can manifest itself in all spheres of human labor: in organizational and pedagogical activities, in science, technology, in various types of production. Hard work and perseverance are of great importance in developing talent. Talented people are characterized by a need to engage in a certain type of activity, which sometimes manifests itself in a passion for the chosen business.

The combination of abilities, which are the basis of talent, in each case is special, characteristic only of a certain person. The presence of talent should be inferred from the results of a person’s activities, which should be distinguished by their fundamental novelty and originality of approach. Human talent is directed by the need for creativity.

Talent may manifest itself at different times in different areas. Thus, in music, drawing, mathematics, linguistics, and technology, it usually manifests itself at an early age; and talent in the literary, scientific or organizational fields is discovered at a later age.

The maximum productivity of talented people also manifests itself at different ages: in science at 35 - 40 years old; in poetry at 24 - 30, etc. .

Talent and genius differ, first of all, in the objective significance and at the same time the originality of what they are capable of producing. Talent is characterized by the ability to achieve achievements of a high order, but remaining, in principle, within the framework of what has already been achieved; genius presupposes the ability to create something fundamentally new, to pave truly new paths, and not just reach high points on already beaten roads. The high level of giftedness that characterizes genius is inevitably associated with excellence in different or even all areas. As an example of universalism, often characteristic of geniuses, it is enough to name Aristotle, Leonardo da Vinci, R. Descartes, G. V. Leibniz, M. V. Lomonosov, K. Marx. But the talent of a genius also has a certain profile, and some side dominates in it, some abilities are especially identified and formed in the leading direction of his creativity.

4. Genius

.1 General concept of genius

4.2 Similarities between geniuses and crazy people

A genius is an obsessed man, but he is a creator... - N. A. Berdyaev.

No matter how cruel and sad this kind of paradox may be, considering it from a scientific point of view, we can say that in some respects it is quite reasonable, although at first glance it seems absurd.

This dependence of genius on pathological changes can partly explain a curious feature of genius compared to talent: it is something unconscious and manifests itself completely unexpectedly.

Those people of genius who have observed themselves say that, under the influence of inspiration, they experience some inexpressibly pleasant feverish state, during which thoughts involuntarily arise in their minds and splash out on their own, like sparks.

Napoleon said that the outcome of battles depended on one moment, on one thought that temporarily remained inactive. When a favorable moment arrives, it flares up like a spark, and the result is victory. Socrates was the first to point out that poets create their works not as a result of effort or art, but thanks to some natural instinct. In the same way, diviners say amazing things without realizing it.

All works of genius, says Voltaire in a letter to Diderot, are created instinctively. The philosophers of the whole world together could not write Armidas of Cinema or fables Pestilence of beasts , which La Fontaine dictated without even knowing well what would come of it. Corneille wrote a tragedy Horace as instinctively as a bird builds a nest.

Thus, the greatest ideas of thinkers, prepared, so to speak, by impressions already received and by the highly sensitive organization of the subject, are born suddenly and develop as unconsciously as the rash actions of madmen. This same unconsciousness explains the unshakability of convictions in people who have fanatically adopted certain beliefs. But as soon as the moment of ecstasy, excitement has passed, the genius turns into an ordinary person or falls even lower, since the lack of uniformity (balance) is one of the signs of a genius nature. There can be no doubt that there is a complete similarity between a man who is mad during a seizure and a man of genius thinking about and creating his work. A Latin proverb says: Aut insanit homo, aut versus fecit (Or a madman, or a poet).

Obviously, they all instinctively used drugs that temporarily increase the flow of blood to the head to the detriment of the rest of the body. Here, by the way, it is worth mentioning that many of the gifted and especially brilliant people abused alcoholic beverages.

It has been noticed that almost all the great creations of thinkers receive their final form, or at least become clear, under the influence of some special sensation, which plays here, so to speak, the role of the last straw. Facts prove that all great discoveries were made under the influence of the senses. Several frogs, from which it was supposed to prepare a healing decoction for Galvani's wife, became the reason for the discovery of galvanism. The isochronic (simultaneous) swinging of a chandelier and the falling of an apple prompted Newton and Galileo to create great systems.

It should also be added that inspiration and ecstasy always turn into real hallucinations, because a person sees objects that exist only in his imagination. So Bal says about Reynolds’ son that he could make up to three hundred portraits a year, since it was enough for him to look at someone for half an hour while he sketched a sketch, so that later this face would constantly be in front of him, as if alive. Luther heard arguments from Satan that he could not previously come up with on his own.

The poet Lucius did not rise from his seat when Julius Caesar appeared in the meeting of poets, because he considered himself superior to him in the art of versification. Schopenhauer would become furious and refuse to pay bills if his last name was spelled with two ns. .

But still, the main reason for melancholy and dissatisfaction with the life of selected natures, according to C. Lombroso, is the law of dynamism and balance, which also governs the nervous system, the law according to which, after excessive expenditure or development of strength, there is an excessive decline of the same strength.

Sometimes sensitivity becomes distorted and becomes one-sided, focusing on one point. Several ideas of a certain order and some especially favorite sensations gradually acquire the significance of the main (specific) stimulus acting on the brain of great people and even on the entire organism. Poisson said that life is worth living only to do mathematics. D Alembert and Ménage, who calmly endured the most painful operations, cried from the slight stings of criticism. Lucio de Lanceval laughed when his leg was cut off, but could not bear Geoffroy's harsh criticism.

It should also be noted that among brilliant or rather learned people there are often those narrow specialists whom Vakhdakof calls monotypic subjects. All their lives they are engaged in one kind of conclusion, which first occupies their brain and then covers it completely. Thus, Beckman spent his entire life studying the pathology of the kidneys, Fresner - the moon, Mkayer - ants, which is a great similarity with monomaniacs.

Due to such exaggerated and concentrated sensitivity, great people and madmen are extremely difficult to convince or dissuade of anything. And this is understandable: the source of true and false ideas lies deeper and more developed among them than among ordinary people, for whom opinions constitute only the basic form, a type of clothing, changed at the whim of fashion or as required by circumstances. The extreme and one-sided development of sensitivity, without a doubt, is the cause of those strange actions due to temporary anesthesia and analgesia, which are characteristic of great geniuses along with madmen.

Thus, they say about Newton that when he happened to leave the room to bring some thing, he always returned without taking it. Beethoven and Newton, having set to work, one on musical compositions, and the other on solving problems, became so insensitive to hunger that they scolded the servants when they brought them food, assuring them that they had already dined. Gioia, in a fit of creativity, wrote an entire chapter on the desk board instead of paper.

In a similar way, it is explained why great geniuses sometimes cannot grasp concepts that are accessible to the most ordinary minds, and at the same time express such bold ideas that seem absurd to most. The fact is that greater impressionability also corresponds to greater limited thinking. The mind, under the influence of ecstasy, does not perceive too simple and easy positions that do not correspond to its powerful energy. Thus, Monge, who did the most complex differential calculations, found it difficult to extract the square root, although any student could easily solve this problem.

Hagen considers originality to be the quality that sharply distinguishes genius from talent. Likewise, Jürgen Meyer says: The imagination of a talented person reproduces what has already been found, the fantasy of a genius reproduces something completely new. The first makes discoveries and confirms them, the second invents and creates. A talented person is a shooter who hits a target that seems difficult to reach; genius hits a target that we cannot even see. Originality is in the nature of genius.

4.3 Intermediate stage of genius - mattoids (according to Ch. Lombroso)

Mattoids Cesare Lombroso calls a variety that constitutes an intermediate link, a transitional stage between brilliant madmen, healthy people and the truly insane and possessing some exceptional skill.

This is a special type of individuals that Maudeli first pointed out, calling them people with a crazy temperament and whom Morel, Legrand de Sol and Schule later called suffering from hereditary neurosis , Ballinsky and others - psychopaths, and Raji - neuropaths.

The latter, who carefully and for a long time studied such subjects, proposed dividing them into four categories, depending on whether their abnormality belongs to the area of sensual, affective or intellectual.

The first category consists of partly hysterical subjects, partly hypochondriacs with more acute impressionability than other people, and with a tendency to explain their imaginary misfortunes by fictitious reasons.

The second category includes subjects with perverted instincts, abusing either excesses or abstinence and prone to various abnormalities. Affective moral mattoids form, in the full sense of the word, a substrate or transitional stage to innate criminals. Typically, such individuals become, according to Lombroso, the heads of secret societies that meet in a cafe or political club, become the founders of new sects, etc. Vain to the extreme, they often commit crimes out of a desire to become famous, forgetting that along with the loss of prestige, they lose both their honest name and the respect of others, which they so passionately sought.

Intellectual mattoids, according to Raja, are those uncontrollable talkers who, once they speak, cannot stop the flow of their eloquence, even if they wanted to. Under the influence of some kind of feverish mental excitement, they speak without logical connection and often come to conclusions completely opposite to what they wanted to prove. Sometimes they have an unusually developed memory, so that they remember entire pages of what they read, or they remember well only numbers, foreign words, but forget the facial features of even their friends. Such subjects differ very little from the mentally ill, suffering from prideful insanity, etc., and often become one at the first occasion.

A variety of the same type, combining the intellectual mattoid with the moral or affective one, is represented by graphomaniacs. A distinctive feature of the mattoid is an exaggerated opinion of himself, of his merits, and at the same time, his unique ability to express his convictions more on paper than in words or in deeds, without being indignant at all by the adversities and contradictions that are encountered at every step in practical life and usually haunt both brilliant people and crazy people. The abnormality of mattoid writers is not always easy to notice if, for all the apparent seriousness and passion for this idea - in which they show similarities with monomaniacs and people of genius - their works were not often mixed with a lot of absurd conclusions, constant contradictions, verbosity and most importantly the image of selfishness and vanity, which constitute the predominant characteristic of brilliant people who have lost their minds.

It happens, however, that among the chaotic delirium in the works of mattoid graphomaniacs one comes across completely new, sound judgments.

Passanante, in his articles, and especially in conversation, sometimes expressed apt, original judgments that made many doubt whether he was really crazy. For example, his saying: Where the scientist is lost, the ignorant succeeds . Or here's another one: History taught by peoples is more instructive than history taught from books.

However, abnormality is reflected not so much in exaggerations regarding this or that tendency, but rather in inconsistency, in constant contradictions, so that next to sublime, sometimes beautifully presented views, there are judgments that are pitiful, absurd, paradoxical, contradictory to the main plan of the essay and social status author. When reading such articles, one involuntarily recalls Don Quixote, whose generous actions, instead of sympathy, evoke a smile of compassion, although in another time they might have been recognized as heroic, worthy of surprise. In general, genius traits are a rare exception in the works of the Mattoids.

Mattoid geniuses. Intermediate forms and imperceptible gradations exist not only between the mad and the sane, but also between the insane and the mattoid. Even among the latter, who represent a complete lack of genius, there are individuals who are so richly gifted that it is difficult to determine whether they are mattoids or people of genius.

It should be remembered that no matter how gifted a child is, he needs to be taught. It is important to teach perseverance, to teach to work, to make decisions independently. A gifted child does not tolerate pressure, harassment, or shouting, which can lead to problems.

It is difficult to cultivate patience and unobtrusiveness in such a child. A huge workload is required for the child; from preschool age he should be introduced to creative work, and an environment for creativity should be created.

To develop their talents, gifted children must have freedom of time and space, be taught an expanded curriculum, and feel individualized care and attention from their teacher. Wide time frames contribute to the development of the problem-search aspect. The emphasis is not on what to study, but on how to study. If a gifted child is given the opportunity not to rush through a task and not jump from one thing to another, he will best comprehend the mystery of the connection between phenomena and learn to apply his discoveries in practice. Unlimited opportunities to analyze expressed ideas and assumptions, to delve deeply into the essence of problems contribute to the manifestation of natural curiosity and inquisitiveness, the development of analytical and critical thinking.

One of the forms of working with talented, brilliant children in modern conditions is the creation of Children's Creativity Houses.

It is important, when you see a child’s talent, not to leave it to chance, not to think that he will find his way on his own. We need to ensure maximum development. Without helping, it is not difficult to lower his capabilities below zero.

Conclusion

In modern literature, more and more articles and publications appear that in one way or another touch on this topic of giftedness, talent and genius. True, they are all just a drop in the sea of psychological problems that appear among teachers and parents of gifted children when information changes every five years, and sometimes more often.

The nature of human talent causes quite heated debate among scientists. Is giftedness innate or developed during life? Do you need to be born a musician, or is talent, as the famous saying suggests, 1% ability and 99% hard work?

In this regard, there is a widespread opinion among scientists that abilities are biologically determined and their manifestation depends entirely on the inherited genetic fund. Training and education, scientists who take this position believe, can only speed up the process of manifestation of abilities, but even without pedagogical influence they will certainly manifest themselves.

Others believe that giftedness, talent, genius can manifest themselves in connection with the combination of a number of coinciding factors: a genetic predisposition to a certain type of activity due to only a slight distinctive physical feature, the presence of certain random or special conditions precisely during a sensitive period for this ability, painstaking and long future work in line with this activity.

The best period for the development of abilities, the discovery of giftedness and talent is childhood. It is precisely this period of a person’s life that is the most favorable, because recognition of the world takes place and at first certain abilities are developed involuntarily, and then parents and at school help to develop them.

The problem of talent and genius has been facing psychologists for a long time, and today there is no single concept within the framework of any personality theory that would explain it in full. Most personality theories consider only some aspects of this problem. Nevertheless, the study of the structure of giftedness, talent and genius is of great importance, both for the theory of psychology and for solving specific psychological and pedagogical problems of modern education.

Both abroad and in our country, new programs for the development of talented children and adolescents are being developed, giving them the opportunity to begin realizing their potential as early as possible. But in our opinion, truly good methods can only be developed on the basis of a solid theoretical basis, after the problem has been comprehensively studied and a unified psychological and pedagogical concept has been formed.

Thus, we solved the tasks set for ourselves, revealed the necessary content of the topic and gave general recommendations for working with gifted, talented and brilliant children.

List of sources used

1. Averin V. A. Personality psychology: Textbook. - St. Petersburg: EastNovaPress, 2007. - 398 p.

Ananyev B.G. Man as an object of knowledge. - L.: Lenizdat, 1999. - 215 p.

3. Anastasi A. Differential psychology: Psychology of individual differences. - M: Mysl, 1992. - 112 p.

4. Artemyeva T. I. Methodological aspect of the problem of abilities. - M.: LigaPress, 2008. - 369 p.

Introduction to psychology / Ed. ed. prof. A.V. Petrovsky. - M.: “Academy”, 1996. - 496 p.

Gardner G. Frames of the mind. - M.: Nauka, 1980. - 250 p.

7. Gippenreiter Yu.B. Introduction to general psychology. - M.: Nova, 2006. - 376 p.

8.Druzhinin V.N. Psychology and psychodiagnostics of general abilities. - St. Petersburg: Peter, 2005. - 345 p.

9. Lebedeva E. An integrated approach to the problem of diagnosing gifted children // Journal of a practical psychologist. - 1998. - No. 8. - pp. 14-20.

10. Leites N.S. Age-related talent and individual differences: Selected works. - M.: MPSI, 2003. - 412 p.

11. Leites N.S. Mental abilities and age. - M.: Education, 1960. - 505 p.

Leites N. S. Early manifestations of giftedness // Questions of psychology. - 1998. - No. 4. - P. 98-107.

13. Luria A. R. Lectures on general psychology. - St. Petersburg: Peter, 2006. - 320 p.

14. Maklakov A.G. General psychology: Textbook. Benefit. - St. Petersburg: Peter, 2001. - 592 p.

15. Matyushkin A.M. The concept of creative talent // Questions of psychology. - 1989 - No. 6. - pp. 29-33.

16. Mukhina V.S. Age-related psychology. Phenomenology of development. - M.: “Academy”, 2006. - 608 p.

17. Nemov R.S. Psychology: In 3 books. - M.: VLADOS, 2003. - Book. 1: General fundamentals of psychology. - 688 p.

General psychology: Textbook / Ed. Tugusheva R. X., Garbera E. I. - M.: Eksmo, 2006. - 592 p.

19.Popova L.V. Gifted girls and boys // Primary school: “plus - minus”. - 2000. - No. 3. - P. 58-65.

20. Psychology: Textbook / Ed. prof. K.N. Kornilova, prof. A.A. Smirnova, prof. B.M. Teplova. - M.: Uchpedgiz, 1988. - 614 p.

21. Rubinshtein S.L. Fundamentals of general psychology: Textbook. Benefit. - St. Petersburg: Peter Kom, 1999. - 720 p.

Sorokun P.A. Fundamentals of Psychology: Textbook. allowance. - Pskov: PGPU, 2005. - 312 p.

23. Teplov B. M. Problems of individual differences. - M.: Politizdat, 1961. - 503 p.

Teplov B.M. Abilities and giftedness: Psychology of individual differences. - M.: Moscow University Publishing House, 1982. - 404 p.

25. Uznadze D.N. General psychology. - M.: Smysl, 2004. - 413 p.

Shapovalenko I.V. Age-related psychology. - M.: Gardariki, 2005. - 349 p.

27. Shcheblanova E.I., Averina I.S. Modern longitudinal studies of giftedness // Questions of psychology. - 1994. - No. 6. - pp. 134-139.

28. Shcheblanova E.I. Unsuccessful gifted schoolchildren: their problems and characteristics // School of Health. -1999. No. 3. - P. 41-55.

29. Slutsky V.M. Gifted children: www.friendship.com.ru

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

What is genius? Many equate it with talent and confuse it with giftedness. Who can you become, and who was born with innate qualities and abilities?

Brilliant and talented people

What is genius?

Genius is the highest degree of intellectual or creative development of a person, relative to the accepted norms of society, manifested in science, technology, inventions, art, culture and in the social sphere, where a new milestone has been achieved.
Brilliant people give a completely new trend, create unique technologies that did not exist before, and scientific discoveries change thinking in any field.

A talented person can be equated to a genius. How correct is this?

What is talent?

Talent is a person’s ability that develops over time, accompanies the accumulation of experience and knowledge, and contributes to superiority in some field or field over others.

Differences between genius and talent.

A person can have talent in many areas, but with definitely developed experience in one area. A person of genius can manifest himself with the highest degree of developed abilities in different areas and in different directions.

For example, Leonardo Da Vinci is a brilliant person, because with the highest degree of intellectual and creative abilities, relative to the general mass of people, he invented unique objects, wrote paintings, music, and also proved himself as a scientist, architect, sculptor. Talent can be developed and improved based on knowledge and experience, while genius manifests itself at an early age with the highest quality of results.

For example, a person has a passion for the art of drawing and after years of training he will receive an excellent result, and after decades he can achieve outstanding results, thanks to which discussions will begin in society and he will be recognized as a talented person. A brilliant person, as a rule, will immediately produce a result that will excite the public.

We can say that genius is talent, only with the highest degree of development in various fields and areas of activity with maximum quality of execution, which can go against accepted public norms and brings a new trend.

Brilliant people make new discoveries, creating a new era in human activity, talented people successfully refine them and introduce changes, creating unique creations.

A brilliant person in the modern world.

In our modern society, it is customary to consider a person a genius if he creates the highest quality, new creation, thanks to his innate highly developed abilities, and is superior to others in one area or field of activity and is universal in it.

How to become a genius?

Genius and talent are innate qualities of a person. Genius and talent can manifest themselves both in childhood and in adulthood on the basis of an innate (biological factor) that matures in the process of human development.

If you engage in one activity for a large amount of time, be a more qualified specialist, understand, know, study or put into practice something better than others, then you can be equated to a talented person, but by definition, this will be giftedness.

For example, anyone can master the skill of drawing, only gifted people draw well, talented people even better, and brilliant people draw in such a way that a new creation, a new genre, a new idea or vision arises.

What is giftedness?

Giftedness is the ability to successfully carry out human activities, with the accumulation of knowledge, experience and skills. A gifted person makes attempts to achieve success based on the experience gained, the period of training completed, through the accumulated knowledge and ability to do.

Signs of genius.

The strangeness of a man of genius

Appears at an early age. If a person is a genius, then he will express himself and show his abilities from childhood.
Creative, out-of-the-box thinking. Most people will look at a thing in a monotonous way, meaning something understandable that is inclined to a rational conclusion, but a brilliant person will offer an innovative, non-standard approach.
High performance indicator. Able to quickly and effectively perform creative or mental work.
Highest score.
Self-development. Brilliant people receive, process and assimilate information faster than others, easily applying it in practice.
Tenacity and perseverance. Society would not recognize brilliant people if they did not complete their work. Persistence allows you to achieve a small goal in a short period of time, just as perseverance requires years of painstaking work.
Tendency to diseases. Schizophrenia or emotional personality disorder is common to great people.
On your own mind. Such people know what they want to receive, achieve, accomplish and, first of all, will listen to their subconscious rather than the opinions of other people.
Individuality. In the field of activity, skills, culture, development, creativity, they are able to perform work in an original way, and also in everyday life they may have oddities, expressed in everyday life, in the process of work. There may be an inherent illness that causes nervousness, which will add individuality to the image of a person, but not to the essence.

Genius test.

Brilliant people have no doubt about who they are, because they know what to achieve, what to create, bring or how to change the world through their activities.
How old are you? Genius is inherent from childhood.
Taking an IQ test is an indicator of a person's intelligence level. More than 90% of the mass of people have a value of no more than 110 in relation to their age. Scientists have developed tests that show more reliable results based on the relationship between age and task difficulty. Thus, a child's IQ may be equal to that of an adult, but it will not mean that the child is smarter or developmentally equal to the adult. Choose a test that suits your age.
Can you demonstrate your abilities as well in other areas of activity?
Try to observe yourself as you study information and pay attention to the time it takes to assimilate it. For example, learning foreign languages should not cause difficulties; as a rule, they are easily acquired by a brilliant person.
Can you write text with both hands at the same time?
Pay attention to your existence, achievements, abilities, innovations in culture, inventions, technologies, creativity, art, music, discoveries in science. A brilliant person brings innovations into the world with the highest results.
Pay attention to your recognition or popularity.
Individuality. Brilliant people are individual personalities who are envied, worshiped, praised, spoken, written, imitated, tried to repeat their achievements, copied creations, and improved and refined what was produced.
Do you have any illnesses, mental illnesses, for example: emotional personality disorder?

A person of genius is a rarity; as a rule, the public learns about him, because the desire for self-realization in activity, thanks to abilities developed to the highest degree, is higher than worldly goods. New discoveries or creations surprise the public, change consciousness, directions of development, a vector of movement are created, as a result, people begin to discuss and say that the person is a genius.

Low emotional intelligence.

Emotional intelligence is the ability to understand the feelings and emotions of another person. This concept appeared during the study of human success.

Great, brilliant people may not understand your desire, intentions, motivation, and they may also not recognize the emotion and show theirs. For example, a successful salesperson needs to understand the desires and needs of his client and, thanks to his communication skills, make a sale.

Our emotional emotions are varied: we can be offended, angry, happy, sad, etc. A brilliant person may not show his emotions and may not intuitively recognize them.

Schizophrenia.

Schizophrenia is a mental disorder associated with a person’s thinking and emotions, leading to auditory hallucinations, impairment, insanity, and delusions.

Patients with schizophrenia experience the following illnesses: depression, nervousness, tremors, muscle tension, sweating, palpitations, dizziness, discomfort, depression, mental disorder, diabetes, heart and lung diseases, infectious diseases, osteoporosis, hyperlipidemia and hypogonadism.

John Forbes Nash Jr. is a talented mathematician who created the basis of the scientific method of game theory, namely the study of game strategies from a scientific point of view. He received the highest award, the Abel Prize, for his work in the theory of nonlinear differential equations. At the age of 30, schizophrenia appeared.

Statistics for schizophrenics:

5 people per 1000 are sick (from 0.4 to 0.6% of the number of people.)
40% susceptible to alcohol and drugs
Life expectancy is, on average, 10 years less than that of a healthy person.
Susceptibility to suicide.
Social problems such as: unemployment, poverty, homelessness.
Illness is equivalent to disability.

Bipolar affective disorder (BAD, MDP).

Bipolar affective disorder is a mental disorder, a set of syndromes accompanied by depression. For example, people who suffer from bipolar disorder are prone to experience anxiety and sadness, joy and fear, elation and anxiety, etc.

Examples of brilliant people.

Vincent van Gogh is a Dutch artist who painted more than 2,100 works, 860 of which were painted in oils. Van Gogh created a new pictorial language and discovered art as modernism. He suffered from bipolar disorder and committed suicide.
Archimedes is an ancient Greek mathematician, physicist and engineer who discovered to the world the method of calculating areas and volumes, which formed the basis of integral calculus, created the definition of the volume of a surface and a sphere, gave his definition of the number Pi “\pi”, created a screw that facilitates the lifting of loads, built a planetarium , where the movements of 5 planets are visible. Archimedes' discoveries and innovations were extensive, in astronomy and physics, he proved many theorems, and according to the ancient Greek philosopher and writer “Plutarch” - Archimedes suffered from an obsession with mathematics, lived without paying attention to his appearance and did not really take care of himself.
Newton Isaac - English mathematician, physicist, inventor. Created the law of universal gravitation and the three laws of mechanics. He developed differential and integral calculus and many other discoveries and theories. He was good at drawing. Newton was always sad and never laughed, no one noticed that he was irritated or nervous. He was indifferent to entertainment and was in a concentrated state all the time.
Galileo Galilei - Italian physicist, writer, mathematician, astronomer, mechanic, inventor. He made a significant contribution to science; he was the first to use a telescope to observe and study celestial bodies, which led to discoveries in astronomy. Galileo is a pioneer in experimental physics. In his early years, as a student, he argued with teachers, believing that his opinion should be taken into account.