UNDERSTANDING THE EXCEPTIONALLY GIFTED MIND: SPEAK TO ME OF YOUR ENGINEERS

Exceptionally gifted children with engineering minds are consummate pattern makers with (seemingly unquenchable) yens for real world application of their ideas and conceptual formulations.

Their minds run towards a creatively-charged, looping, design process, in which they seek to conceptualize AND to develop new products or processes, with a primary emphasis on functional utility.

They want to get things RIGHT: because they can, and because both their intellectual and their creative integrity is founded on this principle (which, in the end, is inseparable from their deepest sense of self, and of purpose).

They want the time and the opportunity to figure things out; new things and emergent systems, systems that work, and that build in complexity and in functional utility.

They thrive in environments where there is opportunity to build things.

They thrive in environments where they can tinker and fiddle and try things out.

They are driven to test, then re-test, then reconstruct and re-conceptualize, and begin again,and again, and again.

They thrive in places where their need for precision and for application of the design/building process are wholeheartedly understood and supported.

They thrive when they have access to the right resources which includes exposure to complex processes and systems, and mentors who will guide them in their deep exploration and their nascent skill-building.

“The trick to having good ideas is not to sit around in glorious isolation and try to think big thoughts. The trick is to get more parts on the table.”
― Steven Johnson, Where Good Ideas Come From: The Natural History of Innovation

From “THE INTEGRAL PRACTICE FOR THE GIFTED” (TM) Model. P. Susan Jackson. All Rights Reserved.

 

About the Author: P. Susan Jackson, Therapeutic Director of The Daimon Institute for the Highly Gifted in White Rock, British Columbia, Canada. This international institute offers service to highly and profoundly gifted children and adults, supporting the learning needs and overall development of this exceptional population.

Her clinical work spans 25 years, comprising over 40,000 hours of psychotherapy wholly with this exceptional population.  She is the author of numerous articles and chapters in the gifted education literature.  Her Integral Practice for the Gifted model addresses multiple aspects of human functioning – cognitive, emotional, spiritual, physical and talent based dimensions – and explains how advanced cognition influences all of these elements, the Self, and the expression of talent.

In 2010, she produced a short documentary entitled “Exceptionally Gifted Children”, which she received wide acclaim internationally.  In 2013-2014, the Daimon Institute produced “Rise:  The Extraordinary Story of the Exceptionally Gifted” – a 60 minute film on the lives of 12 exceptionally and profoundly gifted persons from all over the globe.

Sue served as the Chair of the Parents and Curriculum Networks Communications Committee and Counseling and Guidance Network (National Association to Support Gifted Children), and is a member of the advisory board for SENG.  She is recognized as an international expert in the field of the Exceptionally and Profoundly Gifted and regularly presents with other leading experts at the international conferences.  She is a (nascent) photographer, poet, and nature lover with a passionate interest in advanced development, optimal health and well-being for the Profoundly Gifted populace.

You may also like

Leave a comment

%d bloggers like this: