Coursework: Giftedness, talent, genius. The influence of the social environment on giftedness

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).

Relevance The 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 study are 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.

Target Our 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;

To study the general concept of giftedness, the 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

1.1 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 relate 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 . Natural abilities 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.

Specific the 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 personality traits, 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;

3) 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:

· Makings of

· Capabilities

· Giftedness

· 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.

Very often people don’t even think about using these words. Sometimes the phrase “He is very talented!” and "He's brilliant!" stand in one row. So what is “talent” and “genius”? Let's try to understand these concepts.

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Talent or genius?

There are quite a lot of talented people. If a person does something better than most other people, they say. that he has a talent for this, especially if it concerns creativity. But there are only a few brilliant people. These are the people who discover something completely new in some area, which is then used by all of humanity. And we often call a crazy person simply a person with unconventional thinking. Therefore, geniuses and talented people may well fall into this category.

The question posed was probably supposed to receive a definite answer. But the question was initially posed in such a way that there is no clear answer. This is a simple psychological pattern.
To this we must also add the dubiousness of the initial premise from which the author of the topic is trying to build thoughts. All logical reasoning based on a false or dubious premise is false according to the laws of logic. Therefore, in your reasoning, you need to pay more attention to basic, initial knowledge and mastery of the skill of continuous sequential thinking. Not to mention other forms of higher order thinking.

As a rule, most people do not pay due attention to these very starting points of thinking, trying to build philosophical walls on sand rather than on a solid foundation.

Our speech is connected with thinking, thinking reflects the state of consciousness.
Those people who are able to think, based on a reliable foundation of thinking and who have the ability to think in greater dimensions (greater speed and volume), are people of genius, in our opinion. Because their thinking abilities seem to be something super ordinary to ordinary people. However, it is quite possible to consider the thinking of geniuses as common. But then the thinking of ordinary people requires an appropriate assessment, which is not very acceptable for these ordinary people.

In my opinion, talent differs from genius just as the presence of abilities differs from the result of their use. Just like owning a good tool differs from the ability to create a high-quality and sought-after result with this tool. But here we are talking about the properties of thinking, so it is necessary to understand the intricacies of these differences by understanding the intricacies of thinking.

Add to this the fact that the label of “genius” is often assigned to individuals who are valuable to the Social System as role models, and not at all as examples of true genius. Just like the modern Christian church canonizes everyone, as long as there is a known sufferer. The true qualities of a person are not taken into account and do not play any role. The badge of “genius” is assigned to those whose actions benefit the System, and not to those who help humanity on the path of self-knowledge and true spiritual development. In other words, it's good to distinguish "system orders" from true genius. Because truly brilliant people are most often not needed by the system and are recognized as geniuses only after death, when they cease to be sources of social instability.

Indeed, putting your soul into your work, doing it much better than others, becoming obsessed with what you love - these are manifestations of talent. That is, besides doing the job, there is something else, something that tells people about talent. But it all starts with the use of abilities, the application of abilities in action - who will know how talented I am if I do nothing?

The highest degree of creative manifestations of personality is called genius, and the highest degree of a person’s abilities in a certain activity is talent . They speak of genius when a person’s achievements constitute an era in the life of society, in the development of culture. There have been no more than 400 such people in the entire five-thousand-year history of civilization. The activity of a talented person is distinguished by its fundamental novelty and originality of approach, but in an already defined area of knowledge, beyond the boundaries of which he does not go.

Talent - certain abilities that are revealed with the acquisitionskill And experience . Modern scientists identify certain types of talent that people possess to one degree or another. In the early 1980sHoward Gardner wrote the book "Frames of the Mind". In this book, he identified nine 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)
Hearing (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).
Entrepreneurial talent (the thinking of a new generation imposed by time and money).

Alternative definition: Talent - the result of work experience in a particular field of activity. Does not necessarily appear from birth. Can appear at any time. So many mathematicians work in the humanities. For example, the rector of Moscow State University named after M.V. Lomonosov Sadovnichy. Among them there are successful writers. The great John Nash did not like mathematics as a child, but still later he was called a genius for his achievements in game theory.

Widespread belief in geniusAlbert Einstein .

Genius (from lat. genius - spirit) - the practical embodiment of an innate high levelcreative potential personalities relative to other individuals, recognized by society. Traditionally expressed in new and unique creations, belatedly recognized "masterpieces " Sometimes genius is explained by a new and unexpected methodological approach to the creative process.

Genius is defined as innate unusually high intellectual abilities to make inventions and discoveries, original thinking, productive activity, as the highest degree of talent. Unlike most talented individuals, a genius creates qualitatively new creations and achieves revolutionary intellectual results.

As a rule, a genius creates much more productively and faster than his peers who achieve official recognition in the same field of activity. From the time ofRenaissance the general idea of genius as a special kind has taken rootinspiration , encouraging innovation V craft . Since then, there has been an opinion that genius requires the universal interests of an extraordinary personality.

However, there is a significant gap between potential, genetic geniuses, and recognized geniuses who have realized their potential:

The frequency of nucleation, based on implementation in historically foreseeable periods (in optimally developing layers), is determined by a figure of the order of 1:1000. The frequency of potential geniuses who have developed sufficiently to attract attention as potential talents in one way or another is probably in the order of 1 in 100,000. The frequency of geniuses realized to the level of recognition of their creations and deeds as ingenious, probably even in the age of almost universal secondary and very often higher education, is calculated at 1:10,000,000, which suggests the presence in the middle of the 20th century of approximately a hundred geniuses per billion civilized and not suffering inhabitants from the overwhelming needs of countries. ("Genetics of genius"Vladimir Efroimson scientific and artistic creativity. In most cases, geniusmusicians (primarily performers) is based on the innate and acquired properties of the body that are inaccessible to other representatives of this field of activity.

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Intellectual skills, creative tasks of a person, potential are explained by various concepts used in scientific works. The terms are of interest to scientists, psychologists and educators. The opinions of researchers are the basis for creating pedagogical and psychological methods that allow people to find directions for development.

Giftedness

Scholars have not established a universally accepted term that is used in all classical educational books. Scientific books use the option proposed by psychologist V. Stern.

Giftedness is a person’s ability to adapt to emerging needs, to act to achieve goals, perceiving external factors, and this is done consciously with the help of developed thinking.

Despite criticism of the concept by some scientists, the term is still used for interpretation. It is generally accepted that it is a natural gift that cannot be determined by heredity. Giftedness is a function of a person’s living conditions, a function of a developed personality, therefore it manifests itself at every stage of development and is directly related to the life of an individual.

Natural potential cannot be determined by a person’s talent. Inclinations make up the spectrum of conditions that are required for personality development. Giftedness is used not to express internal inclinations for self-improvement, but to characterize a person, internal abilities, and internal abilities and external manifestations are closely related.

The manifestation of the inherent potential is possible under favorable conditions for development and achievement of assigned tasks. It is used to express the potential that a person has, the psychological components that allow him to create a reality that corresponds to his wishes and take the necessary actions. Suitable external conditions for dynamic change are imperative. For example, a student needs a curriculum. Stimulating development requires serious demands that are achieved with effort.

Giftedness can be special. In this case, the relationship between internal potential, mental characteristics and the requirements of a certain sphere that the individual chooses is considered. The correlation manifests itself not only at the abstract level, but also in ongoing events, as a result of which a person’s abilities are formed. The individual may be capable of completing assigned tasks. At the same time, the manifestation of general talent is assumed, which must be assessed taking into account external factors influencing a person’s life.

In the scientific literature, the term causes active debate. Many scientists are convinced of the absence of general talent, which must be understood as intellectual potential, memory, and the ability to solve assigned problems. To compare mental and real age, an intellectual quotient is used, which is designated IQ and allows you to determine the capabilities of an individual. IQ determines the potential inherent in nature and the speed at which a person develops, as a result of which the level of development at a certain stage of life is established.

In the psychological sphere, giftedness is part of the human structure, so it has a close connection with character. It is assumed that characteristics manifest themselves under the influence of upbringing and external conditions, the favorability of which varies. Psychologists look at the type of thinking and temperament, trying to determine the capabilities of individuals.

Special abilities directly depend on the field of activity in which a person is involved. The activity must be active and effective for the manifestation of properties that are characteristic of the individual.

As a result, what stands between giftedness and special abilities is the ability to correlate the level of human development and the pace of improvement. These aspects are considered by teachers who are responsible for the future of children.

In genetic terms, the relationship between general and special development is stable. For this reason, geneticists and scientists believe that a person’s future is determined not only by external conditions, but also by natural potential, which is determined by genetics. Understanding giftedness depends on the significance of the chosen direction of activity, the success of other people who show their inclinations.

Scientists believe that giftedness is a quantitative concept. The qualitative approach cannot be fully used. The question regarding the definition of inherent abilities remains open.

At the same time, C. Spearman notes that mental talent should be determined by the mental energy that is characteristic of a person. This quantitative approach to interpretation is correct, because it allows one to assess the development prospects of an individual.

Abilities differ at a qualitative level: one person has the capabilities and potential for one area, and another person has the potential for another area. External conditions influence the degree to which internal potential is manifested, so they deserve attention.

Psychologists evaluate qualitative differences to open up people's perspectives. Researchers study information and experimental materials to create an assessment of an individual's abilities. The goal is to determine the person's abilities that will allow him to achieve success.

Talent

Talent is a person’s ability to achieve success and recognition in areas in which initial potential is realized.

The degree of inherent potential determines the ability to act originally and independently, to solve assigned tasks, regardless of their specificity and complexity. Talent presupposes the potential to show inclinations in the field, offering new ideas, implementing original and perfect actions, and achieving respect at the public level.

The child shows the first signs of inherent talent, which is realized in a certain direction. In some cases, manifestation occurs later, for example, in adulthood during significant events. and is realized if favorable conditions arise in culture, history, social order, if a person receives a full education.

Talent manifests itself in all areas, not just in art. Realization occurs in organizational work, pedagogy, technology and science. The sphere is determined by the underlying inclinations.

To develop talent, persistence in searching for areas of self-improvement and the manifestation of first works is required. For this reason, talented people should be drawn to work, without which it is impossible to imagine life.

Abilities and potential are the basis of talent. The range of inclinations and the ability to implement original and promising ideas are characteristic of the individual, therefore they are considered a unique gift.

The results of actions, the heights that a person reaches by making efforts, make it possible to understand the presence of talent or to refute the assumption. Results that are novel and original are the basis for forming an affirmative opinion.

Genius

Genius is a person’s talent, which is manifested in creative works.

The results of the work are of great importance for the people, historians and subsequent generations. Geniuses create new eras and push the world towards advancement. Among the differences are productivity in creativity, understanding of cultural heritage, the ability to overcome previous standards and the creation of new traditions.

What makes talented people different?

Researchers interact with talented individuals, understanding how they differ from ordinary citizens. Talented individuals experience dissatisfaction with the results of their work, as a result of which they strive for self-improvement, self-education and a change in thinking in order to achieve their goals. Geniuses refuse many offers, concentrating on the desired results.

Pianist G. Neuhaus noted that geniuses and talents are born. Despite this, people create a culture that varies in breadth, democracy and loyalty of manifestations. Favorable conditions allow people with inherent potential to become geniuses, talents, and achieve success. For this reason, social society and the specifics of upbringing determine the possibilities for the manifestation of inherent potential and talent.

There is an opinion that nature rests on the children of talented parents. This opinion is confirmed by experience. Talent is inherited to a small extent. Research has led to the following conclusions: mental skills are closer to biological parents, which is due to the hereditary pattern, and not to adoptive parents. Similarity in potential and inherent inclinations does not appear in every situation, and the similarity decreases as a person grows older, who is faced with a different upbringing scheme, experiences personal events, and undergoes changes based on external factors.

Results are achieved not only on the basis of natural abilities, but also under the influence of motivation, conditions for the manifestation of existing potential. Pensioners get a chance to show their talent, although during their life there were no favorable factors for discovering inclinations. Over time, retirees achieve success they never dreamed of before.

Conclusion

Scientists debate the nature of human potential. Disputes are developing actively. Is potential an innate gift? Does potential development occur during life? Is it worth paying attention to the saying: the manifestation of talent is one percent of natural ability and 99% of sweat? Each point has supporters and opponents.

The biological influence on abilities and their manifestation depends on genetic inheritance. Upbringing and favorable factors reveal inclinations and accelerate development. The potential will appear without teachers and psychologists, but later.

Other scientists are convinced: the psyche and character develop in the process of education. For this reason, inclinations are formed in people. The children of primitive peoples received instruction and then conformed to the educated principles. Mowgli children, under the influence of unfavorable conditions, lose contact with society.

Abilities are formed and developed on the basis of inclinations, hereditary and innate. Potential, knowledge and skills characterize a person as an individual, a subject of activity.

Psychologists and scientists have not come to a single concept within the framework of personality theory, but in every era geniuses and talents are born who gain popularity and achieve success.

19 January 2014, 18:26

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Skill, talent and genius

Introduction

In modern literature, more and more articles and publications appear that in one way or another touch on the topic of talent and genius.

Human thinking and the ability to create are the greatest gift of nature.

It is very important to understand that nature honors every person with this gift. But it is also obvious that she does not divide her gifts equally and rewards someone generously, without stinting, but bypasses someone.

Why do some people succeed very well, while others, no matter how hard they try, cannot achieve the same results?

The object of the study is such psychological concepts as talent and genius.

What distinguishes a genius from other people? How is talent different from genius? What is skill?

The purpose of the work is to study the characteristics of mastery, the conditions for the emergence, development and disclosure of such aspects of the human psyche as talent and genius.

The goal is achieved through the following tasks:

Give a general description of human abilities;

Study the general concept of giftedness, its features and types;

Study the theoretical and psychological foundations of talent;

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

The range of human abilities is very wide - from mental retardation to a high degree of giftedness.

Real practice shows that the mental and creative abilities of people are not equal and these differences appear already in childhood.

It is precisely this period of a person’s life that is the most favorable, because recognition of the world is taking place and at first certain abilities are not voluntarily developed, and then parents and teachers help to develop them.

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

Capabilities

General characteristics of human abilities

Teplov identified 3 main characteristics and several stages of abilities Teplov B.M. Abilities and talent:

· individual psychological characteristics that distinguish one person from another;

· features that relate 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.

The formation and development of human abilities is impossible without mastering the products of human culture, without assimilating the abilities of many generations. Mastery of the achievements of social development is accomplished through other people.

Natural (or natural) and specific abilities are distinguished. Natural abilities 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.

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

· Makings of

· Capabilities

· Giftedness

· Genius

Inclinations 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 is a basic personality property that 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.

Giftedness is associated with the development of abilities, but at the same time it is 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. Teplov B.M. Abilities and giftedness: Psychology of individual differences. - M.: Moscow University Publishing House, 1982. - 404 pp.” 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.

Talent is an ability inherent at birth. But it reveals itself gradually, with the acquisition of certain skills or experience.

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 is a high level of a person’s ability to perform a specific activity. This is a combination of abilities that give a person the opportunity to successfully, independently and originally perform certain complex work activities.

Genius is 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.

Psychological basis of talent

psychology talent genius giftedness

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 manifestation and development of talent requires high performance, dedication of a person, stable motivation (personal orientation), mastery of knowledge and skills in a special field of activity. It is not without reason that most outstanding scientists, writers and artists believe that 90% of their achievements come from work and only 10% from talent. The word comes from the measure of weight “talent”. In the New Testament there is a parable about three slaves who were given a coin called “talent” by their master. One buried his talent in the ground, the second exchanged it, and the third multiplied it. Hence the three expressions: buried, exchanged and multiplied (developed) his talent. From the Bible, the word “talent” has spread in a figurative sense: as a gift of God, the ability to create, and create something new, without neglecting it.

Modern scientists identify certain types of talents 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). Gardner G. Frames of the mind. - M.: Nauka, 1980. - 250 p.

Talent and skill

When the talent within is revealed, mastery is revealed among the husks and legends. Mastery lies in knowing the capabilities of the tool and the ability to use it, maximizing or adjusting the parameters to the implementation of the task facing the master - the implementation of the idea. And everyone can learn this skill. Anyone with a developed brain can become a sculptor, poet, artist, writer, composer - if they are not lazy.

Mastery is perfection in a specific type of activity; it requires a lot of hard work. Mastery is largely related to productive activities. Mastery in any profession presupposes psychological readiness for creative solutions to emerging problems. The level of skill in the process of activity changes, the structure of a person’s abilities develops, and his personality is formed.

Thus, every teacher can and should possess pedagogical skills, i.e. acquired and constantly improved knowledge, skills and abilities of teaching and education. A. S. Makarenko wrote about this: “...can we build the education of our entire Soviet childhood and youth based on talent? No. We need to talk only about mastery, that is, about real knowledge of the educational process, about educational skill.”

Genius

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. Genius is the highest level of talent development, allowing for fundamental shifts in one or another area of creativity, “to create an era.” Men of genius are meteors destined to burn out to illuminate their age. Napoleon Bonaparte

Exceptional Features of Genius People

What distinguishes a genius from other people? How is talent different from genius? Alas, no one has yet determined this for sure.

The word genius comes from the root "GEN" - the life-giving principle. And the word “talent” comes from two roots “ANT” - heritage (of the ancient sages ANT, that is, the Aryans) and the root “TAL” in this context is translated as “SPIRIT”. That is, talent is a person who has inherited the creative spirit of his ancestors. And a genius is someone who has breathed life and inspiration into an entire generation, or even several generations.

The difference between an ordinary man and a genius lies mainly in the greater or lesser depth of the principles on which he bases his ideas: with the majority of people, every judgment is based on a particular case; their mind cannot comprehend provisions of universal significance; every general idea is dark for them. David Hume. As one joke goes: “According to psychiatrists, every fourth person suffers from mental illness. If three of your friends are fine, then it’s you.”

I asked genius for talent;

Tell me, what are your merits?

Why do people exalt you so much?

And the gods smoke incense?

After thinking, the genius answered:

I'm just an obedient child

The joint fruit of diligence and labor.

From that union I began.

There are facts that contradict the theory that the abilities of geniuses, and simply talented people, can be achieved through intense exercise. From the age of three, a mentally retarded girl could perfectly draw horses in different poses and angles. Unlike ordinary children, who go through stages of drawing "bumps and tadpoles" and tadpoles with sticks instead of arms and legs, she began to draw horses brilliantly from the very moment her fingers began to hold a pencil. There was no training or exercise. There are known children who can instantly calculate the days of the week of any month and year, having not yet mastered the division operation, and who have learned their ability without the help of adults.

It can be assumed that those individuals who have passed a certain turning point, a critical point in the development of individuality, become geniuses. Geniuses have the right to their shortcomings. And great people, even their shortcomings, must be great. Talent is a gift over which a person has control; genius is a gift that dominates the person himself. James Russell Lowell

A little history

For a long time, the prevailing idea was the divine origin of the gift that determines the individual differences of people. So, for example, Plato wrote that “... the poet creates not from art and knowledge, but from divine predestination.” But around the middle of the 19th century, a different understanding emerged. The famous English scientist Francis Galton, inspired by the works of his cousin Charles Darwin, began to actively develop the idea that a person of genius is “the product of a genius.” He carefully analyzed the genealogies of outstanding people of his time and past and found a number of patterns that quite clearly indicate, from his point of view, that manifestations of talent depend primarily on heredity.

In parallel, however, there was a directly opposite point of view, according to which no gift (neither divine nor innate) exists at all. This idea is expressed in the somewhat strange term "tabula rasa" (Latin for "blank slate"). The child is like a “blank slate,” without any signs or ideas, and there is no predisposition, either divine or hereditary, for mental or any other activity. Despite the obvious doubtfulness that was felt even at the time of its inception, this theory still finds its adherents to this day.

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.

“A genius is an obsessed person, but he is a creator...” wrote N. A. Berdyaev. Is genius always associated with madness? There is no clear answer to this either.

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, and also often alcohol abuse and, finally, enormous vanity.

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.

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.” Van Gogh considered himself possessed by a demon. Hoffmann had persecution delusions and hallucinations. Hobbes was afraid to stay in a dark room, because he saw ghosts there. Goncharov was a hypochondriac, Vrubel and Kharms were treated in psychiatric clinics, Dostoevsky suffered from epilepsy and a morbid passion for gambling, Mandelstam had severe neurosis and attempted suicide. The genius madmen include Mozart, Schumann, Beethoven and Handel. Anna Akhmatova had agoraphobia - a fear of open spaces; Mayakovsky was terrified of infections, so he carried a soap dish with him everywhere. According to eyewitnesses, Leo Tolstoy had seizures, possibly epileptic. Alexey Tolstoy also suffered from seizures, only not epileptic, but hysterical. During one of these hysterical attacks, he even wrote a poem, and when he woke up, he did not remember how he created it. Raphael had a vision (in medical terms - a hallucination) of the image of the Madonna, which he embodied in his works. Kramskoy experienced hallucinations while working on the painting “Christ at the Crossroads,” and Derzhavin experienced hallucinations while writing the ode “God.” Maupassant sometimes saw his double in his house. Glinka had a nervous breakdown that amounted to hallucinations.

Goethe, Mozart, Raphael, Koltsov created in a dream or in the so-called dream-like (somnambulistic) state. Walter Scott dictated his novel to Ivanhoe in an ill state, and then remembered absolutely nothing about it, except for the main idea of the novel, which came to him before his illness.

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 autism in children

This or that child can demonstrate particular success in a fairly wide range of activities. Moreover, even in the same type of activity, different children can discover the uniqueness of their talent in relation to its different aspects. There are many types and forms of giftedness, since the mental capabilities of a child are extremely plastic at different stages of his age development.

The concept of a “talented child” is very often used as a synonym for the concepts of “gifted child” or “prodigy” (translated from German as a wonderful child). A child prodigy may have some common characteristics with children with autism. Sonya Shatalova is a unique child known in Russia, she writes poetry, she has autism: “...About genius. She is not superpowered or super talented. Genius is life simultaneously in everyday reality and in the reality of God, sometimes also in the reality of some of the subtle worlds. True, geniuses often have assistants from another reality, and this supports them. A person can cease to be a genius if for some reason he stops living in other realities and remains only in the everyday one. This often happens to children. Or the Lord blocks access to his reality when a genius leans toward evil. The condition for the survival of genius is the transfer of these realities into everyday life. In any way, but if there is no such transmission, the genius goes crazy.”

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 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.

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