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Are Geniuses Born of
Made?
Regan Deonanan
The term “genius” is a highly subjective term due to its socio-cultural
underpinnings. However, it is largely accepted that a genius is one with
extraordinary talent and ability in one or more of the six components of
intelligence – linguistic, logical-mathematical, spatial, musical,
bodily kinesthetic and personal.
Delving further into what constitutes genius, Professor Michael Howe of
Exeter University describes some of the distinguishing characteristics
of the geniuses he has studied. He identifies that what makes geniuses
special is their long-term commitment. He continues that they struggle
very hard and keep on persisting, they enjoy their work, they excel at
concentrating and persevering, their efforts are focused and they all
have a firm sense of direction. The question then arises whether or not
these characteristics are determined by “nature or nurture.”
There is no doubt in my mind that a
gene can contribute significantly towards an individual becoming a
genius. Certainly genes leave some people predisposed to becoming, for
example, better athletes by endowing them with physical advantages such
as greater height. In the same way, a particular gene may be able to
endow an individual with greater memory function, a property vital to
becoming a genius. However, what I am doubtful of is whether such a gene
exists. The claims made by those advocating a genetic basis for genius
seem, by scientific standards, mere speculation when one takes into
account variations in environment and methods of upbringing.
What seems more plausible to me
however, is the nurture view of genius. I believe that the environment
and experiences to which a person is subjected to will determine the
principles, ideals, standards and levels that person will aspire
towards. In examining professor Howe’s characteristics of a genius,
experience and environmental factors alone can account for the
heightened differences observed.
From a psychological point of view,
babies come into the world with no knowledge of what they are going to
experience. They possess however, innate mental structures that
facilitate learning and adapting to their environment. Their perception
of reality then becomes what they are exposed to. What is right or
wrong, what is gratifying and what is not, what is good or bad – all
these notions are shaped by the baby’s primary caregivers and the
process starts even while the baby is still in the fetal stage.
Through this psychological window,
the special characteristics of geniuses can be interpreted in terms of
environment and experience. Perseverance, long-term commitment,
concentration, enjoyment of subject matter, focus and direction are all
products of exceptional parenting and schooling. Genetic make-up and
biology, common to all normal infants, would ensure that adaptation
occurs but would not be responsible for attitude and outlook. Lending
credence to this view is the fact that Albert Einstein came from a
family with strong scientific background. Indeed, his family would have
shaped his interest in science.
Learning and adapting to environment
and experiences is not isolated to babies alone. These are ongoing
processes that occur throughout a human’s lifetime. Subjected to new
forms of stimulation, the human body will adapt to compensate for the
changes occurring.
This biological fact can be used to
explain Dr. Ericsson’s charge of powerful memories for storing
information possessed by geniuses. The article “Who wants to be a
genius” revealed that Dr. Ericsson was able to train ordinary laboratory
volunteers to increase their “digit-span” from seven to eighty and a
hundred in two cases. When these subjects were exposed to rigorous
training, they adapted mentally to the increased memory demands. Such
evidence directly connotes that prodigy-level performance can be
attained by anyone under the right circumstances.
Fortifying this stance is the fact
that Laszlo Polgar was able to create grandmasters of his three
daughters through intensive training. History has it that Charles
Dickens, a literary genius, spent hours everyday reading at the British
Museum. Without diligent practice, the geniuses we know of today would
never have risen to such lofty levels of intelligence.
In light of the viewpoint I have
adopted, could I then apply myself to higher achievement? My answer is
no. From my perspective and understanding of reality, my interest and
gratification reach only to the point of attaining the top rung of the
corporate ladder and the corresponding level of education necessary for
such a position. They do not extend to breaking the academic boundaries
of knowledge already set. However, it is my firm belief that I, like any
other normal human being, under the environment and set of experiences
necessary to fostering genius ability, would have been able to become a
prodigy.
From all that has been said, it can
be seen that I believe there is no substantial evidence to refute a
genetic basis for genius. I believe genius to be a manifestation of an
environment so-oriented and under the right circumstances, any
individual can aspire towards prodigy-level performance.
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