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Why there’s no such thing as a gifted child | Education | The Guardian
"Even Einstein was unexceptional in his youth. Now a new book questions our fixation with IQ and says adults can help almost any child become gifted"

"When Maryam Mirzakhani died at the tragically early age of 40 this month, the news stories talked of her as a genius. The only woman to win the Fields Medal – the mathematical equivalent of a Nobel prize – and a Stanford professor since the age of 31, this Iranian-born academic had been on a roll since she started winning gold medals at maths Olympiads in her teens.

It would be easy to assume that someone as special as Mirzakhani must have been one of those gifted children who excel from babyhood. The ones reading Harry Potter at five or admitted to Mensa not much later. The child that takes maths GCSE while still in single figures, or a rarity such as Ruth Lawrence, who was admitted to Oxford while her contemporaries were still in primary school.

But look closer and a different story emerges. Mirzakhani was born in Tehran, one of three siblings in a middle-class family whose father was an engineer. The only part of her childhood that was out of the ordinary was the Iran-Iraq war, which made life hard for the family in her early years. Thankfully it ended around the time she went to secondary school.

Mirzakhani, did go to a highly selective girls’ school but maths wasn’t her interest – reading was. She loved novels and would read anything she could lay her hands on; together with her best friend she would prowl the book stores on the way home from school for works to buy and consume.

As for maths, she did rather poorly at it for the first couple of years in her middle school, but became interested when her elder brother told her about what he’d learned. He shared a famous maths problem from a magazine that fascinated her – and she was hooked. The rest is mathematical history.

Is her background unusual? Apparently not. Most Nobel laureates were unexceptional in childhood. Einstein was slow to talk and was dubbed the dopey one by the family maid. He failed the general part of the entry test to Zurich Polytechnic – though they let him in because of high physics and maths scores. He struggled at work initially, failing to get academic post and being passed over for promotion at the Swiss Patent Office because he wasn’t good enough at machine technology. But he kept plugging away and eventually rewrote the laws of Newtonian mechanics with his theory of relativity.

Lewis Terman, a pioneering American educational psychologist, set up a study in 1921 following 1,470 Californians, who excelled in the newly available IQ tests, throughout their lives. None ended up as the great thinkers of their age that Terman expected they would. But he did miss two future Nobel prize winners – Luis Alvarez and William Shockley, both physicists – whom he dismissed from the study as their test scores were not high enough.

There is a canon of research on high performance, built over the last century, that suggests it goes way beyond tested intelligence. On top of that, research is clear that brains are malleable, new neural pathways can be forged, and IQ isn’t fixed. Just because you can read Harry Potter at five doesn’t mean you will still be ahead of your contemporaries in your teens.

According to my colleague, Prof Deborah Eyre, with whom I’ve collaborated on the book Great Minds and How to Grow Them, the latest neuroscience and psychological research suggests most people, unless they are cognitively impaired, can reach standards of performance associated in school with the gifted and talented. However, they must be taught the right attitudes and approaches to their learning and develop the attributes of high performers – curiosity, persistence and hard work, for example – an approach Eyre calls “high performance learning”. Critically, they need the right support in developing those approaches at home as well as at school.

So, is there even such a thing as a gifted child? It is a highly contested area. Prof Anders Ericsson, an eminent education psychologist at Florida State University, is the co-author of Peak: Secrets from the New Science of Expertise. After research going back to 1980 into diverse achievements, from music to memory to sport, he doesn’t think unique and innate talents are at the heart of performance. Deliberate practice, that stretches you every step of the way, and around 10,000 hours of it, is what produces the expert. It’s not a magic number – the highest performers move on to doing a whole lot more, of course, and, like Mirzakhani, often find their own unique perspective along the way.

Ericsson’s memory research is particularly interesting because random students, trained in memory techniques for the study, went on to outperform others thought to have innately superior memories – those you might call gifted.

He got into the idea of researching the effects of deliberate practice because of an incident at school, in which he was beaten at chess by someone who used to lose to him. His opponent had clearly practised.

But it is perhaps the work of Benjamin Bloom, another distinguished American educationist working in the 1980s, that gives the most pause for thought and underscores the idea that family is intrinsically important to the concept of high performance.

Bloom’s team looked at a group of extraordinarily high achieving people in disciplines as varied as ballet, swimming, piano, tennis, maths, sculpture and neurology, and interviewed not only the individuals but their parents, too.

He found a pattern of parents encouraging and supporting their children, in particular in areas they enjoyed themselves. Bloom’s outstanding adults had worked very hard and consistently at something they had become hooked on young, and their parents all emerged as having strong work ethics themselves.

While the jury is out on giftedness being innate and other factors potentially making the difference, what is certain is that the behaviours associated with high levels of performance are replicable and most can be taught – even traits such as curiosity.

Eyre says we know how high performers learn. From that she has developed a high performing learning approach that brings together in one package what she calls the advanced cognitive characteristics, and the values, attitudes and attributes of high performance. She is working on the package with a group of pioneer schools, both in Britain and abroad.

But the system needs to be adopted by families, too, to ensure widespread success across classes and cultures. Research in Britain shows the difference parents make if they take part in simple activities pre-school in the home, supporting reading for example. That support shows through years later in better A-level results, according to the Effective Pre-School, Primary and Secondary study, conducted over 15 years by a team from Oxford and London universities.

Eye-opening spin-off research, which looked in detail at 24 of the 3,000 individuals being studied who were succeeding against the odds, found something remarkable about what was going in at home. Half were on free school meals because of poverty, more than half were living with a single parent, and four in five were living in deprived areas.

The interviews uncovered strong evidence of an adult or adults in the child’s life who valued and supported education, either in the immediate or extended family or in the child’s wider community. Children talked about the need to work hard at school and to listen in class and keep trying. They referenced key adults who had encouraged those attitudes.

Einstein, the epitome of a genius, clearly had curiosity, character and determination. He struggled against rejection in early life but was undeterred. Did he think he was a genius or even gifted? No. He once wrote: “It’s not that I’m so smart, it’s just that I stay with problems longer. Most people say that it is the intellect which makes a great scientist. They are wrong: it is character.”

And what about Mirzakhani? Her published quotations show someone who was curious and excited by what she did and resilient. One comment sums it up. “Of course, the most rewarding part is the ‘Aha’ moment, the excitement of discovery and enjoyment of understanding something new – the feeling of being on top of a hill and having a clear view. But most of the time, doing mathematics for me is like being on a long hike with no trail and no end in sight.”

The trail took her to the heights of original research into mathematics in a cruelly short life. That sounds like unassailable character. Perhaps that was her gift."
sfsh  parenting  gifted  precocity  children  prodigies  2017  curiosity  rejection  resilience  maryammirzakhani  childhood  math  mathematics  reading  slowlearning  lewisterman  iq  iqtests  tests  testing  luisalvarez  williamshockley  learning  howwelearn  deboraheyre  wendyberliner  neuroscience  psychology  attitude  persistence  hardwork  workethic  andersericsson  performance  practice  benjaminbloom  education  ballet  swimming  piano  tennis  sculpture  neurology  encouragement  support  giftedness  behavior  mindset  genius  character  determination  alberteinstein 
july 2017 by robertogreco
The Trouble with Pleasure — HACK GROW LOVE — Medium
"It has been just over three years since I moved back home. It was, I have come to realize recently, a colossal mistake — an evasion, a cowering, an attempt to put a stop on the forward march of time.

Yet, for the surfeit of things I have to regret, it is something small and emblematic about this most recent of my many errors that sticks out in my mind. Over the last few years, I have often, in a sudden rush of optimism, told myself that on either this or the next morning I will, instead of my usual cup of tea, start the day with the perfect cup of coffee: freshly brewed, with freshly ground beans, perhaps with a slice or two of a freshly-bought, buttered baguette. And each time I have come up to this possibility, I have turned away from this most utterly mundane of things, instead making my normal cup of tea. As the opportunity presents itself, there is a voice that whispers at the back of my mind: no, it’s too indulgent; you don’t deserve it yet.

I am, just to be clear, talking about having a fucking cup of coffee.

What makes some people feel entitled to pleasure — and others so prone to self-denial? Why is that some people don’t give a second thought to that most ordinary, human of impulses — right now, I am going to do what I want to do — while others march on to their deaths, heads cowed and hearts empty?

As I’ve been rolling over that question for the past couple of months, here is what I have realized. Most of my adult life has been the product of a series of “no’s.” I have, over and over again, said no: to love, to sex, to work, to friends, to money, to challenge, to fear, to risk, to reward.

Perhaps it isn’t surprising, then, that for me, pleasure has always been intimately tied to guilt. It is as if in my mind pleasure has a price, and the only way to earn enough currency to acquire it is through work, effort, and self-abnegation. No work, no suffering, or no achievement, and pleasure seems undeserved, unwarranted, even unfair. What, I often feel, in those dark, dense knots of my subconscious, have I done to merit this reward?

In the abstract, pleasure is about saying yes. It is an expression of an affirmative yearning, not the filling in of a lack, but a kind of positivity with no corollary in an inverse negation. Pleasure is Deleuzian: a force of outwardness and wanting that erupts from itself.

Or at least, that’s what I think in theory. In reality, pleasure to me is in fact part of a delicate balance of binary relations set upon a crisscrossed network of orthogonal axes: of work and play; of effort and reward; of indulgence and denial; of guilt and entitlement. Pleasure is not a thing for itself, but the opposite pole of a series of responsibilities. It is a not only a thing to be earned, but a thing to be indulged in if and only when enough labour has been expended, and enjoyment sufficiently deferred.

When one has spent a lifetime saying no, year after year spent in fear, pleasure begins to seem like a thing for other people, for those who’ve earned it, and those who thus deserve it. A couple of summers ago, as we were making plans for a Friday night, a friend said to me, defiantly, “I’ve worked hard all week and now I want to enjoy myself.” It was a sense of entitlement to pleasure borne of effort — the energy of work now transmogrified into justification for enjoyment. It was utterly foreign to me.

One could say a number of things at this point, though in particular, it seems worth commenting on how certain types of guilt and neuroses are fed by the structures and strictures of capitalism — that wage labour under a general rubric of the Protestant work ethic produce reward and pleasure as transactional. There is, of course, also the post-Marxist turn to this critique: that when pleasure — and, of course, the consumption of representations of others’ and one’s own pleasure through social media — becomes the core of the consumer economy, things will inevitably get more messy. It is less a question of “come and play, come and play, forget about the movement” than consumption becoming the movement itself.

But for all the possible structural theorizing, what seems more important is to challenge the notion of pleasure and negation as an oppositional pairing. To say that enjoyment is fair for those who have put in the effort is to miss part of the equation: that pleasure is not simply a reward for denial, but is itself a productive irruption made of an outward movement — that it is energy made from energy, a byproduct of an omnivorous and insatiable tumbling forward. It is, to put it more plainly, an answer in the affirmative to the call “will you?” It is a yes to the demand “say yes.”

The trouble with pleasure is that it is not a reward at all, but an outcome of itself — pleasure as performative instantiation of pleasure. It is, to now arrive at the ultimately self-help vocabulary I have been deliberately avoiding, a thing to be done, not a thing to be experienced. The question then is this: from where does the courage to say yes arise, when bravery, too, can only ever emerge from the act of bravery itself?"
navneetalang  2015  pleasure  rewards  self-denial  bravery  risk  self-abnegation  work  suffering  negation  capitalism  workethic  consumption  socialmedia  denial  gillesdeleuze  deleuze 
march 2016 by robertogreco
Actually, practice doesn’t always make perfect — new study - The Washington Post
"We’ve long been eager to believe that mastery of a skill is primarily the result of how much effort one has put in. Extensive practice “is probably the most reasonable explanation we have today not only for success in any line, but even for genius,” said the ur-behaviorist John B. Watson almost a century ago.

In the 1990s K. Anders Ericsson and a colleague at Florida State University reported data that seemed to confirm this view: What separates the expert from the amateur, a first-rate musician or chess player from a wannabe, isn’t talent; it’s thousands of hours of work. (Malcolm Gladwell, drawing from but misrepresenting Ericsson’s research — much to the latter’s dismay — announced the magic number was ten thousand hours.)

It’s daunting to imagine putting in that kind of commitment, but we’re comforted nonetheless by the idea that practice is the primary contributor to excellence. That’s true, I think, for three reasons:

1. Common sense: It seems obvious that the more time you spend trying to get better at something, the more proficient you’ll become. That’s why so many educators continue to invoke the old phrase “time on task,” which, in turn, drives demands for longer school days or years. Common sense, however, isn’t always correct. Researchers have found that only when “achievement” is defined as rote recall do we discover a strong, linear relationship with time. When the focus is on depth of understanding and sophisticated problem solving, time on task doesn’t predict outcome very well at all – either in reading or math.

2. Protestant work ethic: Many people simply don’t like the idea that someone could succeed without having paid his or her dues — or, conversely, that lots of deliberate practice might prove fruitless. Either of these possibilities threatens people’s belief in what social psychologists call a “just world.” This sensibility helps to explain why copious homework continues to be assigned despite dubious evidence that it provides any benefit (and zero evidence that it’s beneficial in elementary school): We just don’t want those kids goofing off, darn it — not in the evening and not even during the summer! Hence the recent enthusiasm for “grit,” which is basically a repackaging of age-old exhortations to stick with whatever you’ve been told to do. (Indeed, Ericsson collaborated with grit maven Angela Duckworth on a study of spelling bee champions.)

3. Nurture over nature: “Innate? Necessarily so!” is what we’ve heard for centuries. Given the tawdry history of biological reductionism, which usually manages to rationalize current arrangements of power as being due to the natural superiority of privileged groups, is it any wonder we remain leery of attributing success to inherited talent? It’s more egalitarian to declare that geniuses are made, not born. Indeed, that skepticism is bolstered by evidence (from Carol Dweck and others) indicating that students are more likely to embrace learning if they believe their performance results from effort, something under their control, rather than from a fixed level of intelligence that they either possess or lack.


For many of us, then, Ericsson’s conclusion has been deeply reassuring: Practice hard and you’ll do well. But along comes a brand-new meta-analysis, a statistical summary of 157 separate comparisons in 88 recent studies, that finds practice actually doesn’t play nearly as significant a role as we’d like to think.

“The evidence is quite clear that some people do reach an elite level of performance without copious practice, while other people fail to do so despite copious practice,” wrote Brooke Macnamara, David Hambrick, and Frederick Oswald in Psychological Science. In fact, they calculated that, overall, the amount of deliberate practice in which someone engages explains only 12 percent of the variance in the quality of performance. Which means 88 percent is explained by other factors."
grit  practice  2014  alfiekohn  angeladuckworth  kandersericsson  malcolmgladwell  workethic  nurture  caroldweck  brookemacnamara  davidhambrick  frederickoswald 
august 2014 by robertogreco
Why the cult of hard work is counter-productive
"In the vanguard of “productivity” literature and apps was David Allen’s “Getting Things Done” (GTD) system, according to which you can become “a wizard of productivity” by organising your life into folders and to-do lists. The GTD movement quickly spread outside the confines of formal work and became a way to navigate the whole of existence: hence the popularity of websites such as Lifehacker that offer nerdy tips on rendering the messy business of everyday life more amenable to algorithmic improvement. If you can discover how best to organise the cables of your electronic equipment or “clean stubborn stains off your hands with shaving cream”, that, too, adds to your “productivity”...

The paradox of the autodidactic productivity industry of GTD, Lifehacker and the endless reviews of obscure mind-mapping or task-management apps is that it is all too easy to spend one’s time researching how to acquire the perfect set of productivity tools and strategies without ever actually settling down to do something. In this way, the obsessive dream of productivity becomes a perfectly effective defence against its own realisation.

As Samuel Johnson once wrote: “Some are always in a state of preparation, occupied in previous measures, forming plans, accumulating materials and providing for the main affair. These are certainly under the secret power of idleness. Nothing is to be expected from the workman whose tools are for ever to be sought.”


"It took a long time before the adjective “productive” – which once simply meant “generative”, as applied to land or ideas – acquired its specific economic sense, in the late 18th century, of relating to the production of goods or commodities. (The noun form is first recorded by the Oxford English Dictionary in an essay by Samuel Taylor Coleridge, in which he writes of the “produc­tivity” of a growing plant.) To call a person “productive” only in relation to a measured quantity of physical outputs is another way that business rhetoric has long sought to dehumanise workers.

One way to counter this has been to attempt to recuperate the supposed vice of idleness – to hymn napping, daydreaming and sheer zoning out. Samuel Johnson is sometimes counted among the champions of faffing, perhaps simply because of the name of his essay series The Idler"

"David Graeber, the anthropologist and author of Debt: the First 5,000 Years, would also probably approve of it as a characterisation of what he calls “bullshit jobs”. In a recent essay for Strike! magazine, Graeber remarks on “the creation of whole new industries like financial services or telemarketing, or the unprecedented expansion of sectors like corporate law, academic and health administration, human resources, and public relations”, all of which he describes as “bullshit” and “pointless”. Their activity is to be contrasted with that of what Graeber calls “real, productive workers”. 

It is telling that even in such a bracingly critical analysis, the signal virtue of “productivity” is left standing, though it is not completely clear what it means for the people in the “real” jobs that Graeber admires. It is true that service industries are not “productive” in the sense that their labour results in no great amount of physical objects, but then what exactly is it for the “Tube workers” Graeber rightly defends to be “productive”, unless that is shorthand for saying, weirdly, that they “produce” physical displacements of people? And to use “productive” as a positive epithet for another class of workers he admires, teachers, risks acquiescing rhetorically in the commercialisation of learning. Teaching as production is, etymologically and otherwise, the opposite of teaching as education. 

Idleness in the sense of just not working at all, rather than working at a bullshit activity, was championed by the dissident Marxist Paul Lafargue, writer of the 1883 manifesto The Right to Be Lazy. This amusing denunciation of what Lafargue calls “the furious passion for work” in capitalist civilisation, which is “the cause of all intellectual degeneracy”, rages against its own era of “overproduction” and consequent recurring “industrial crises”. The proletariat, Lafargue cries, “must proclaim the Rights of Laziness, a thousand times more noble and more sacred than the anaemic Rights of Man concocted by the metaphysical lawyers of the bourgeois revolution. It must accustom itself to working but three hours a day, reserving the rest of the day and night for leisure and feasting.”"
productivity  brain  labor  idleness  bullshitjobs  2013  time  gtd  davidallen  via:shannon_mattern  lifehacker  samueljohnson  laziness  puritans  work  workethic  gettingthingsdone 
december 2013 by robertogreco
Michael Maas | AGITPROP
"In 1996 my wife Carmen encouraged me to walk away from a six-figure income in the financial services industry and become a full-time artist, in order to “do something worthwhile” with my life (her words). Ever since then, I basically just work every day whether I know what to do or not, and somehow one thing leads to another and things get done. I don’t try too hard to understand it."
agitprop  meaningmaking  meaning  glvo  computing  careerchanges  workethic  work  2012  artists  art  michaelmaas 
october 2012 by robertogreco Dinner of a lifetime
"We also touched on the future of advertising and graphic design. They seemed to all note that advertising needs to be close to the product and that advertising should be a bridge from the product to the consumer. With Internet this bridge is shorter or even non existent. They clearly acknowledged that that will change everything, but a challenge for the next generation to grapple with.

Lessons learned:

1. Once you discover a life-work passion pursue it relentlessly.
2. Raw talent can be compensated by hard work and persistence.
3. Get yourself into places where you can learn."
howwelearn  learningplaces  placesoflearning  openstudioproject  lcproject  surroundyourselfwithgoodpeople  workethic  hardwork  talent  persistence  passion  2012  christianlindholm  via:preoccupations  education  advertising  learning 
september 2012 by robertogreco
A Sister’s Eulogy for Steve Jobs -
"…worked at what he loved…really hard…opposite of absent-minded…never embarrassed about working hard, even if results were failures…wasn’t ashamed to admit trying…

Novelty was not…highest value. Beauty was…didn’t favor trends or gimmicks…philosophy of aesthetics…“Fashion is what seems beautiful now but looks ugly later; art can be ugly at first but it becomes beautiful later.”…willing to be misunderstood…Love was his supreme virtue, god of gods…believed love happened all the time, everywhere…never ironic, cynical, pessimistic…choices he made…designed to dissolve walls around him…humble…liked to keep learning…cultivated whimsy…had surprises tucked in all his pockets…had a lot of fun…treasured happiness…set destinations…

We all—in the end—die in medias res. In the middle of a story. Of many stories…

character is essential: What he was, was how he died…

…final words were: OH WOW. OH WOW. OH WOW."
life  death  work  happiness  stevejobs  monajobs  2011  eulogy  living  wisdom  storytelling  beauty  parenting  love  attention  failure  character  stories  fun  pessimism  cynicism  irony  virtues  art  time  timelessnessm  durability  workethic  ethics  philosophy  aesthetics 
october 2011 by robertogreco
What if the Secret to Success Is Failure? -
"…concerns about a character program…comprised only those kind of nice-guy values. “The danger w/ character is if you just revert to these general terms—respect, honesty, tolerance—it seems really vague. If I stand in front of kids & just say, ‘It’s really important for you to respect each other,’…they glaze over. But if you say, ‘Well, actually you need to exhibit self-control,’ or you explain the value of social intelligence—this will help you collaborate more effectively —…it seems…more tangible.”…

“Sure, a trait can backfire. Too much grit…you start to lose ability to have empathy for other people. If you’re so gritty that you don’t understand why everyone’s complaining about how hard things are, because nothing’s hard for you, because you’re Mr. Grit, you’re going to have a hard time being kind. Even love—being too loving might make you the kind of person who can get played…character is something you have to be careful about…strengths can become character weaknesses.”
education  character  tcsnmy  lcproject  teaching  learning  grading  books  success  failure  kipp  schools  workethic  kindness  empathy  dominicrandolph  davidlevin  michaelfeinberg  martinseligman  christopherpeterson  2011  psychology  longterm  grit  gritscale  angeladuckworth  iq  wholecandidatescore  grades  self-control  socialintelligence  gratitude  curiosity  optimism  zest  gpa  cpa  character-pointaverage  middle-classvalues  self-regulation  interpersonal  love  humor  beauty  bravery  citizenship  fairness  integrity  wisdom 
september 2011 by robertogreco
Bought some US stocks
"What I am saying is that I believe in me, and I believe in you and I believe in elbow grease, objectivity and history. Did you see the recession coming? Did it announce itself and tell you the date it would arrive? No, it did not. Nor will recovery. So quit whining. Pessimism is for losers."<br />
<br />
[Don't really agree with much other than this line.]<br />
<br />
[via: via ]
pessimism  optimism  belief  objectivity  history  ingenuity  workethic  hardwork  recession  finance  money  jobs  2011 
august 2011 by robertogreco
Haruki Murakami: Talent Is Nothing Without Focus and Endurance :: Articles :: The 99 Percent
"It's not surprising then that, for Murakami, the act of running and the act of creating are inextricably linked, like the two sides of a Möbius strip. As he writes about the evolution of his running career — from his first marathon to his first ultramarathon (62 miles) to his first triathlon — he constantly circles back to how his athletic experiences have impacted his writing practice, and vice versa. For Murakami, the creative process is a sport.<br />
 <br />
Here's what he has to say about talent, focus, and endurance: [long quote]"
harukimurakami  writing  endurance  workethic  running  focus  training  practice  talent 
august 2011 by robertogreco
radio free school: Joy and Jealousy
"People who have made arrangements so that with less desire for material wealth and more time to do the things they like, to hang out, or to sleep in are often looked upon with suspicion by regular folks…

Who in their right mind would settle for less stuff when if they would work more, could have more?

It's a concept many of us struggle with.

What gives these people the right to be 'idle'? It doesn't sit well with the 'protestant work ethic' that dictates that all people should work hard and acquire material wealth- or die trying…

Naturally when confronted with unschoolers, one can further understand the sentiment of jealousy towards the parents-that they can give so much of their time to do it.

Then comes the jealousy towards the children of unschoolers. To many, it feels wrong to see kids enjoying themselves during school hours! How can these kids get away with it, they wonder?"
unschooling  education  materialism  consumerism  consumerculture  deschooling  jealousy  cv  glvo  srg  edg  workethic  2011  learning  lifestyle  lifechoices  misunderstanding 
june 2011 by robertogreco
LRB · Steven Shapin · The Darwin Show
"Darwin insisted on his intellectual ordinariness. He wanted it publicly understood that his native endowments were no more than average, that he had to overcome a youthful tendency to sloth and self-indulgence, that he had wasted his time at university, that becoming a serious naturalist owed much to good luck, that he had achieved what he had mainly through close observation, discipline, hard work and a genuine passion for science. ... Newton is ascetically ‘wholly other’, bent on destroying intellectual competitors; Galileo is a manipulator of patronage...Einstein is a man who loved humanity in general but treated his wives and his daughter as disposable appendages; Pasteur is a Machiavellian politician of science...Feynman is a philistine, a sexual predator, an over-aged adolescent show-off. This is what has now become of towering genius, of those who discover nature’s secrets. First we make them into icons and then we see how iconoclastic we can be. Darwin alone escapes whipping."
darwin  evolution  science  history  biology  discipline  observation  work  workethic  cv  sloth  laziness  intellect  serendipity  luck  chance  life  biography  galileo  richardfeynman  newton  genius  louispasteur  alberteinstein  philosophy  culture  slavery  amateur  amateurism  money  influene  compromise  personality  charlesdarwin 
december 2009 by robertogreco
russell davies: compare and contrast
"Not many people would argue that creating something useful, distinctive and successful requires hard work. Though I might argue with this particular definition of working hard. I would definitely take issue with the idea that constantly hanging out with people from your industry is a good idea, but I don't have to because Anil Dash has already done that."
anildash  russelldavies  groupthink  web  crosspollination  crossdisciplinary  business  entrepreneurship  nyc  siliconvalley  sanfrancisco  vc  startups  work  workethic  innovation  bayarea 
november 2009 by robertogreco

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