Book Review

Once central message of the book is that “the content of what we teach our gifted is as important as the method” (p. 6). Another is that the main goal for parents and teachers should be to lead the gifted adolescent towards “cognitive freedom” – both from the opinions of others and from self interest.

In the chapter on “Teaching gifted adolescents cognitive freedom” Mares states that:

Cognitive freedom is in not accepting axiomata simply because “everybody thinks so”. Cognitive freedom is making the distinction between facts, which can be verified and are objective, and conclusions from facts, which are up to the individual tor at least should be. Cognitive freedom is about thinking with your brain, not your ears or guts. And cognitive freedom is hard, and it is penalised by any society. (p. 33)

It follows, of course, that parents need to model this virtue as well as advocate it, while helping their child to find her or his own fine line between tact and complete truthfulness. (Mares wryly observes that “Reading about martyrs is uplifting, having a martyr in the family is rather inconvenient.” p. 50)

Other major chapters cover “Teaching gifted adolescents justified pride in what they can be”, “Gifted adolescents, loneliness and peer groups” and “Gifted adolescents and self-discipline”.

The following are some of the ideas discussed:

• Formal logic may be the best form of enrichment for the gifted. (p. 41)
• The questioning of sacred cows is to be encouraged. (“Questioning sacred cows does not necessarily mean rejecting them. …Not searching for data because they may topple some cherished belief of our won is cowardly and unscholarly. It is also deadly for the soul and brain of gifted adolescents.” p. 45)
• It is important to learn tolerance, to avoid fanaticism and self-righteousness.
• The possibility of changing attitudes towards the gifted is remote.
• A meaning for life may be found through service, and self-respect is more important than material advantages. (p. 65)
• Help gifted adolescents to avoid defining themselves in terms of cognitive ability alone. (p. 73) Pertinent here is the plea in the following anecdote:
  As one gifted adolescent bitterly commented, “Once you are identified, that’s it. You are not you any more, you represent a category, and what happens to you depends [on] which journal article the person you are dealing with has read lately, not on what you do. So why try?” (p.125)
• Age is not necessarily the best criterion for defining a gifted person’s peer group (p. 87), but on the other hand giftedness does not itself guarantee shared interests or experiences (p. 88)
• Finding a mentor can be a help, especially for a lonely or isolated gifted adolescent, though some loners are happy anyway.
• Parents (and teachers) should not confuse a good grade with an excellent piece of work. (p.116)
• In most cases decisions about career choice should be delayed as long as possible. (Chapter 3 is, among other things, a set of advice on career counselling for the gifted adolescent, but so are sections of chapter 6.)

These ideas are only some of the nuggets buried in this thought-provoking and readable book. For those who want to follow up some aspects in more detail there is at the back an interesting list of annotated further reading, ranging from the predictable to some unexpected but highly appropriate inclusions.

In total, the book is an elaborate statement of what constitutes “the good life”, as Louise Mares sees it – the standards against which she wishes to be measured and which she offers as a fulfilling way forward for gifted adolescents, unless they, or their parents/teachers/mentors, can argue logically for an alternative view.

The author would not be surprised if readers take issue with some of her conclusions, and would probably be more concerned if they did not, for her vision of cognitive freedom and tolerance is not about consensus. However, I suggest you read it for yourself and reach your own conclusion.