242 Extraordinary Gifted Students
242 超级天才学生
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say 'about their school experience. In one study of 400 adult who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Gold smith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy." Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
由于天才学生与学校之间总是格格不入，所以不足为奇的是关于他们的学校经历总是没有什么佳绩可寻。通过对400位在不同领悟取得很大成功的成年人进行调查，研究者们发现其中3/5的人在学校时不是表现很差就是过得很不愉快。因创造性成就而赢得麦克阿瑟奖金的人，如果他们不是上了超前班的话，他们中没有几个会对大学以前的学校教育有好感，很多名人轶事的传闻也与此相符。帕布罗·毕加索·查尔斯·达尔文·马克·吐温·奥利佛·戈尔德史密斯以及威廉·巴特勒·叶芝全都不喜欢上学。温斯顿·丘吉尔也不喜欢上学，他还差一点因考试不及格而被英国的一所叫哈罗的精英学校开除。至于奥利佛·戈尔德史密斯，他的一个老师这样评价他说：“从来没见过这样呆笨的孩子。”通常这些孩子会意识到自己所知道的东西要比老师知道的多，而他们的老师会常常感到他们骄傲自大，漫不经心或没有主动性。
Some of these gifted people may have done poorly in school because their, gifts were not scholastic. Maybe we can account for . But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach.." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats's level of arrogance and self-absorption) are likely to lead to Conflicts with teachers.
有些很有天分的人在学校表现不好，可能是因为他们的天赋不是学术方面的。毕加索就是这种例子的典型。但是大多数在学校过得糟糕的天才们，并不是因为他们缺乏能力，而是因为他们发现学校缺乏挑战．结果他们就失去了兴趣。叶芝这样描述他的思想与学校格格不入：“我发觉，任何事情如果不
比我自己的想法更有意思的话，我就很难投入去做。所以，我是很难教的人。”就像前面提到过的一样，所有类型的天才孩子往往都是个人意志很强又不墨守成规的人。既不墨守成规又个性倔强，再加上叶芝那样的傲慢和自我专注），就很容易和老师发生冲突。
When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little school. They all did well in school and took honors classes when available, and some skipped grades.
无论哪个领域的天才学生，当他们谈到什么对他们的才能发展最为重要的时候，他们总是提到家庭，而不是学校或老师。大卫·菲尔德曼和林恩·戈尔德史密斯研究了一名写作神童。他那做记者的父亲教给他的写作知识远远比他的英语老师多。米拉卡格罗斯所研究的澳大利亚的高智商儿童们，他们对家庭比对学校的积极情感多得多。本杰明·布龙姆研究的数学家中，大约一半的人对学校没什么好感，他们在学校都学得很好，而且很多都进了优秀班级，如果当时有优秀班级的话，而且有些还跳过级。