I may need to clarify some of my autobiographical posting. Starting with
my presence on this list, one of the reasons I subscribed was because Jay
was here. He may not remember, but he and I did meet in Anaheim, where he
was commentator in a NARST session on postmodernism, a discussion between
Sandra Harding and someone less memorable. We chatted after the session.
Having read Jay's book, I wanted to see the author in action, and I was
certainly impressed with his performance.
Jay found the ironies, layered like an onion, in my autobio, and he
probably also recognized the third person as the style which contextualized
the object of separation between identity and social activity, and
ironically played on indulgence. He was priviledged, because the 'other
voice' was his own. The final quote was taken from something he had
written to me privately in response to the death of my wife's brother, and
which I had quoted and applied as the theme in the eulogy for my father in
June.
Thank you, Jay.
Yet, it is acceptable not to be gifted. The beer-can raid was not a gifted
act, but an apt move made by eighth graders. I'm sure that the kids in the
vocationally-related class had thought of something similar, but it was the
arrogance of being in the academically-talented class that made the prank
possible.
Many people display certain and multiple talents, have a place in society,
make lasting contibutions, without ever being gifted. It seems like a
predisposition, sometimes an obsession, that intellectuals display, that
pervades academia. The fascination becomes salient in the movie "Good
Will Hunting", whose main character is gifted in mathematics. There are
some parallels to my own ontogenesis, near enough that I can recognize
motive, yet the final products of development are completely different.
After reading two postings by those recognized as gifted when children, it
seemed useful to provide a contrast. It is not clear to me how much
attention is paid, if any, to giftedness among the working class. More
focus is on developing employable skills. For example, a mason is
respected for his ability to lay brick, and even more so if he can lay
stone. Social values are always in close proximity to application, usually
those related to the vocations that pay well. And in contrast to my
father's views about the vicarious knowledge gained from books, I can hear
his words. "Experience is the best teacher."
The resonance with activity theory is exciting.
Bill Barowy, Associate Professor
Technology in Education
Lesley College, 29 Everett Street, Cambridge, MA 02138-2790
Phone: 617-349-8168 / Fax: 617-349-8169
http://www.lesley.edu/faculty/wbarowy/Barowy.html
_______________________
"One of life's quiet excitements is to stand somewhat apart from yourself
and watch yourself softly become the author of something beautiful."
[Norman Maclean in "A river runs through it."]