Alucard’s Alchemist Academy Vol. 3 😈

You try to teach humans how to be great and you get interrupted by HELLHOUNDS 🐺🦊🐶😑🙄😈

Everything has an origin…even your nightmares

Music from podcast can be found here:

https://www.deusdaewalker.com 😈🎶😂

Become a supporter of this podcast: https://www.spreaker.com/podcast/the-godkiller-chronicles--6655891/support.

Episode Transcript

Speaker 1 (00:24):
So imber the fine to something from lying the mind
in the basis and disregarding would go.

Speaker 2 (00:29):
Have the same about my life.

Speaker 1 (00:31):
Hell to try to treat myself, tell to find the
things because the other's head appearson living now the time
of means I mean think opinions because the gout in
the Spanish spot you so basing did not and there's
a persula my force waiting to still the being.

Speaker 3 (00:44):
A don't suckbody in the head, let me get wrest.

Speaker 1 (00:46):
I'm not saying I'm will play for fremtfulness because that's predictulous,
but spending playing so much.

Speaker 3 (00:51):
Obviously, yef, I can't afford the me You live.

Speaker 1 (00:53):
The lavish and toss the little cabbage so I can
feel above cabbage.

Speaker 4 (00:57):
I'm gonna through it. Why not come to lead.

Speaker 5 (00:59):
Ship if you don't say just remember one that time
too lot of water too?

Speaker 6 (01:03):
When do it?

Speaker 3 (01:04):
It can't doing the school because I'm going in my
nice hid life, my whole.

Speaker 7 (01:10):
You know you need to mine yours, my life your
whole time.

Speaker 3 (01:15):
You ain't talking money, didn't get.

Speaker 6 (01:17):
About my side.

Speaker 5 (01:18):
It's hot and stays like keep all your money, and
it's talking.

Speaker 8 (01:24):
I wanted to and I don't want to tell it
if you came too in the school, because I'm gonna.

Speaker 4 (01:29):
My life something as it is.

Speaker 3 (01:30):
The app probably get stricken and I don't find any
pleasure and have no food in the kitchen, new kicks
in my closet. Now gear, yeah, water, you're like, I
know your buffer. No my bowl, A bunch of so
with my gun and a floorda.

Speaker 6 (01:41):
No need to be.

Speaker 1 (01:42):
Humble because I bot my apple bee, because my pack
and stay huntry you call eagle stroking man.

Speaker 3 (01:46):
You want to be.

Speaker 4 (01:47):
Joking, you hate.

Speaker 9 (01:48):
I don't want to step my money. What you smoke
mine cools. Gotta have a nice car, wife, Come girls,
gotta have a nice half life.

Speaker 3 (01:56):
Come dodging like you don't care.

Speaker 9 (01:59):
Husband, It's just don't worry about making it up.

Speaker 3 (02:03):
I'm mistaken for telling the people say no, I'm telling
that I do what I wanted to.

Speaker 8 (02:08):
I want to do it if you can't do with
the school, because I'm.

Speaker 3 (02:11):
Going my guy's high life.

Speaker 6 (02:14):
I'm all life.

Speaker 4 (02:15):
You know you need to mind your dad.

Speaker 8 (02:18):
It's my life, nor hall time.

Speaker 3 (02:20):
You ain't talking to lady. Get about the side in
my life. It's stay right, keep hold He'll good in
it's tom he come to I don't want to do
this and.

Speaker 2 (02:30):
I don't want to tell it if I can do
it with the school, because I'm good.

Speaker 3 (02:33):
My life, my life, I'm all right.

Speaker 7 (02:36):
You know you need to mind your own bennes's highlight
your hall time.

Speaker 3 (02:42):
You ain't talking about get about the side. It's highlight.
It's stay right, keep hold, He'll good in. Its calling
me because I say I don't want to do the plan.
I want to do it if I can't.

Speaker 5 (02:53):
Do it with the school, because I'm going in my life,
my life. I'm all right because I don't know I plan.

Speaker 6 (02:59):
I'll check.

Speaker 4 (03:01):
It's my life, your.

Speaker 3 (03:02):
Home time, it's yourself.

Speaker 6 (03:04):
You need to be blaming that. It's my life.

Speaker 4 (03:07):
And stay riding.

Speaker 5 (03:09):
I feels how long days I want to I don't
want to do I I don't want to do it
if I can't do it the school because I'm going
my like my life.

Speaker 6 (03:18):
I'm home riding.

Speaker 3 (03:19):
You know you need to buy your own business. It's
my life, your home time. You ain't talking about you
get about the side. It's my life and stay right,
keep on.

Speaker 4 (03:31):
Your body is telling me about tell me.

Speaker 5 (03:33):
Why don't want to do when I don't want to
do it if I can't do it the school because
I'm going in.

Speaker 2 (03:38):
My life.

Speaker 10 (05:00):
UF you became a verbal bruiser and abuser of pious
people who bring the point of bager from their deception
of my ventus spectrum, mintwist, the candor left them, misventure

(05:22):
and the fact I'm out of here, the pleasures I'm.

Speaker 9 (05:24):
Controlled by control combinations of concocted taxes.

Speaker 3 (05:28):
Rider my left from mania do gets harder than.

Speaker 9 (05:30):
I said, copy this liquid courage, bust, be sick and
dan kill them myself.

Speaker 2 (05:35):
That a better than a pound of ski powder.

Speaker 3 (05:37):
Pleasure cave o from you.

Speaker 9 (05:39):
Phase ten two gets boot when you refuse to control
every may tift the two I've read, the blues, the
support and them.

Speaker 11 (05:45):
From masses and self and self, the passion my friends
a year actions except from.

Speaker 6 (05:50):
Raid and lead and a brom and the.

Speaker 9 (05:51):
Other sheep and the fuck if I'm not the boostore
those who had bapty four.

Speaker 3 (05:55):
The half not till we heard our wont stop every mica,
whil every chime.

Speaker 9 (06:00):
Gonna kill the question like my voice was got touch.

Speaker 3 (06:30):
Chance you change the finders of wonting dollars that can't you?
The spirits are hiving the slumbers.

Speaker 8 (06:36):
That I create bill and equipment.

Speaker 3 (06:38):
With the tools I need to succeed here. And this
the majon, Well, they just don't get mentioned.

Speaker 9 (06:43):
You will have to superceed average and never accept procussion.
Can pay touch of progression, but some touch of opposition.

Speaker 4 (06:50):
But you know the chief to wain I feel.

Speaker 2 (06:51):
When you begin to sing.

Speaker 6 (06:53):
And so why cant the chamber.

Speaker 3 (06:54):
No, you can't talk to strangers.

Speaker 2 (06:56):
Don't go home to pick and put a resentation.

Speaker 3 (06:59):
You can't we kill a but succept and the players
company then they said.

Speaker 10 (07:04):
Said they bring up out the passing down for her.

Speaker 3 (07:08):
So his life a present only fafinitely a social kill.

Speaker 9 (07:12):
The contents supt the times.

Speaker 3 (07:14):
Piping from back today So chickens such as small she
pretecuted the stell.

Speaker 6 (08:00):
And slow after.

Speaker 10 (08:05):
Keep down its friends slow.

Speaker 8 (08:14):
And take so.

Speaker 2 (08:24):
Please slow.

Speaker 6 (08:30):
Keep a sou tiki.

Speaker 2 (08:51):
Slow jack.

Speaker 10 (09:30):
You can't mother, And they tant bad shad to braid
you think I did nobody me So by a way

(09:52):
to this, by my thought back the door.

Speaker 6 (09:59):
Way that.

Speaker 10 (10:12):
Friends not freely they got there. The men face take.

Speaker 4 (10:25):
A better birthday, and they said time.

Speaker 8 (10:28):
They beg they become by.

Speaker 12 (10:32):
A way.

Speaker 10 (10:43):
That made by at.

Speaker 6 (11:09):
Five, not by.

Speaker 9 (11:18):
A phrase start for the pain.

Speaker 4 (11:24):
We're gonna framething.

Speaker 3 (11:25):
Dots the dons a very similarly.

Speaker 10 (11:29):
A probability number billion fumility the same.

Speaker 4 (11:34):
Since that sad one of the.

Speaker 8 (11:37):
Fat talking about.

Speaker 4 (12:09):
I don't basic.

Speaker 8 (12:11):
Take game game.

Speaker 6 (12:14):
Don't say all.

Speaker 8 (12:19):
As a tap.

Speaker 6 (12:24):
Sound I ever think a guy.

Speaker 10 (12:32):
So oh my god, and the ways by as gay

(12:59):
and my fat.

Speaker 2 (13:49):
Bucket in the copy say you.

Speaker 6 (13:54):
Look at the break it up at the dot.

Speaker 2 (13:57):
Say just that the dot say people to keep me going.

Speaker 3 (14:09):
Bringing something to.

Speaker 13 (14:12):
The man, I said, and I watched the chances lie
the sick, but I'm not that's a holy mind been messing.
I've been prom in mediting with the mouth, surely bringing
in the lot over life. This word is to go
down the trum.

Speaker 3 (14:34):
Myself, I challenge.

Speaker 13 (14:37):
I want to make the cript for life as you
just your I talked of this to the.

Speaker 3 (14:44):
Man starting to at the compass protest set them.

Speaker 4 (14:49):
Seem last slow.

Speaker 6 (14:51):
We're both about.

Speaker 3 (14:54):
It's all the same.

Speaker 6 (14:56):
No as to break the plain the all.

Speaker 2 (15:10):
The doctor bo bucket when they come you say you
think you want you did you.

Speaker 14 (15:17):
Look at the malor bring yourself and let the doctor
scene just let the don scene pass, break the plain.

Speaker 2 (15:23):
It's over the doctor bo bucket w They come and
saying you think you wo.

Speaker 6 (15:28):
Think you turn and look at the mirror.

Speaker 3 (15:31):
Bring yourself and let the doctor see.

Speaker 14 (15:34):
Just let the dog say, I fucking your just a
free the same thing it max the thing move just
talking to.

Speaker 6 (15:43):
Again the greatestness.

Speaker 14 (15:44):
I'm looking through the THI three minutes of the pull
it must start rang psmich hole you crazy.

Speaker 2 (15:50):
I have the chamber left by the un pull in.

Speaker 6 (15:53):
The best in the street, eating what you need to
go a little bit.

Speaker 14 (15:56):
But sexty, maybe you will just I've just trust to
give you leave the blue.

Speaker 3 (16:02):
Don't want you better rigid my head.

Speaker 6 (16:04):
It's better. I just told you where the middle of
the auto.

Speaker 14 (16:09):
Get the conflicting the empty to preach and.

Speaker 3 (16:13):
Then pushing your blow frosting and.

Speaker 6 (16:16):
To sing the country.

Speaker 2 (16:17):
They have the sensitive decided what the sacking lady, the
more so just to be buried.

Speaker 6 (16:25):
The war is the spirit tell side and what you
know and the the got this consumed. Bout where's the plain?
The over dot people fucking when.

Speaker 2 (16:34):
They come to the saying.

Speaker 6 (16:38):
Bring it, look in the mirror.

Speaker 14 (16:40):
Break yourself and at the bout the scene just let
the doctor scene rise, the plain over.

Speaker 2 (16:47):
People talking, women come to the say you want to
take you?

Speaker 8 (16:51):
They going bring it, not in the mirror, bring yourself,
and let the dot the scene. Just let the domocene.

Speaker 15 (17:28):
Buena duck is not a duct.

Speaker 12 (17:32):
It's hard to imagine that the poor swam in the
story was so badly mistreated because he didn't look like,
sound like, and act like the others.

Speaker 15 (17:40):
No matter what the ugly duckling did, it couldn't fit in.

Speaker 12 (17:44):
It's also hard to imagine twenty million ugly ducklings, the
millions of unidentified gifted adults or everyday geniuses within American society,
Like the ill informed gray duckling. Nearly all of them
have no idea who they truly are, so they suffer
needlessly with low confidence, self criticism, career dissatisfaction, and relationship

(18:08):
problems of unknown origin. These are accompanied by a set
of recurring problems that defy all efforts to be figured out. Likewise,
these unidentified geniuses wrestle with self doubt.

Speaker 15 (18:22):
Despite their confident and accomplished facade. They feel detoured and.

Speaker 12 (18:26):
Scattered, often jumping from one thing to another, not finding
a fulfilling role. They are aware of unshakable inner pressures
and a vague sense that they are accountable to someone something.
Against a cultural backdrop of success worship, they struggle with
postponed and abandoned dreams. They have always known they are

(18:48):
bright and talented with something valuable to offer In spite
of that tension is their steady companion, because often the
counterpart to high potential is feel.

Speaker 15 (19:00):
Trapped them unsure while not knowing why.

Speaker 12 (19:04):
At the center of their frustrated attempts to find meaning
and serenity in their lives is their often unspoken quest
to find themselves. This search is so fundamental that it
must be completed before they can achieve their Duck to
Swan transformation. Seeing the swan of everyday genius who are

(19:27):
the everyday geniuses the multitude of swans domesticated for a
duck's life.

Speaker 15 (19:33):
They wear no id.

Speaker 12 (19:34):
Tags, so we can't spot them by appearance or even
by asking. Few of them know the markers of their
core identity, even so they are all around us. Everyday
geniuses are the visionaries who make things happen, those who
willingly and enthusiastically pursue answers to like's unanswerable questions. They

(19:56):
are the problem solvers on whom society relies the original
thing and innovators who can creatively merge information, experience, and intuition.
They are the builders who ridge the gaps that the
fuddle others, the ones we turn to to make things work.
Yet untold numbers of them are lost within the fabric

(20:16):
of a society that seems to have issued an edict
against knowing one's self, being oneself and expressing oneself and.

Speaker 15 (20:24):
Full How then do we begin to see who we really.

Speaker 12 (20:28):
Are when we are surrounded by others who see us
as odd ducks.

Speaker 15 (20:33):
Assuredly, others do not have the answers.

Speaker 12 (20:36):
Furthermore, in the case of the everyday genius, the problem
is compounded by the fact that merely all the other
swans who might otherwise be useful resources think they're abnormal
ducks too. The good news is this creative intelligence and
high potential are accompanied by specific personality traits and identifying

(20:59):
the inner processes. Frequently, everyday geniuses were told they were special,
really smart, gifted, or talented, and that if they just
put their mind to it, they could be or do anything.

Speaker 11 (21:15):
For them.

Speaker 12 (21:16):
Success became a given as well as an obligation, but
no one ever told them how it all works.

Speaker 16 (21:22):
No one ever.

Speaker 12 (21:23):
Explained the high cost of exceptional ability. In fact, the
psychology and inner life of the non eminent gifted person.

Speaker 15 (21:32):
Have been virtually ignored.

Speaker 12 (21:35):
Luckily, research has provided us with ways to identify giftedness
that are more useful and accurate than our outdated, stereotyped
ideas of smart people. This is information that is more
about how they tick than what they are capable of producing.
So at the edge of the identity pond, we first

(21:56):
look for five characteristics that fall under the umbrella traits
of intensity, complexity, and drive ICD. Intensity energy exhibited by
the high energy enthusiasm of a person with many interests,
who is easily engrossed and easily hurt, who quickly switches

(22:16):
gears when bored, is emotionally reactive, and dares to tell
the truth even when it backfires. Sensitivity exemplified by someone
with princess and the pea sensitivity who is seen as
overly responsible. One who can read the subtle tone of
a situation and decipher other's feelings. Someone who sees the

(22:38):
ideal and values harmony, whose well of compassion is deep
and seemingly never empty.

Speaker 15 (22:46):
Complexity.

Speaker 12 (22:47):
Complex thinking manifests as a learn fast, think fast, talk fast,
independent idea activator who is relentlessly curious, prefers creative solutions
and complexity, and is willing to rock the boat to
get things done in a better way. Someone who tends
to spin off relationships because of frequent changes. Perceptivity marked

(23:13):
by the keen observations and characterized as a strong intuition
of someone who can see all sides of an issue,
a quick problem finder who is sometimes blunt and judgmental.
One who understands and likes metaphor and symbolism, who is
a champion of values and a seeker of ultimate truths.
A naturally perceptive person with a feeling for the transcendent drive,

(23:39):
demonstrated by the goal orientation of a self starter who
pushes toward perfecsion. One who feels an inner sense of
urgency and can feel shattered when an important dream seems
to fall apart. One who looks for security in systems,
rules and order. One who struggles with self doubt and
high standards. A big picture trailblazer who is driven by

(24:02):
a sense of personal mission.

Speaker 15 (24:06):
The everyday genius brought to light. The abilities of.

Speaker 12 (24:11):
The everyday genius fall somewhere within the above average range
of intelligence, talent, and achievement, from mild to moderate to profile.
Some of their lives are high profile, though most are not.
Their special gifts can be broad ranging or narrow. For example,
one might be an unschooled math whiz with mediocre abilities

(24:33):
in other unrelated areas, like the main character in the
film Goodwill Hunting. Everyday geniuses sometimes developed parly and a
child prodigy results. Picasso, son of a Spanish painter of
mediocre ability, drew continuously as a very young child, essentially
using drawing as his primary mode of communication. His drawings,

(24:56):
made before age ten, already demonstrated extraordinary composition and expression
of emotion that went beyond the capacities of his teachers.
His gifts spanned a broad range of abilities, especially his
remarkable grasp of the visual, spatial, and perceptual aspects of
symbols and the human body, and he could combine and

(25:17):
employ his resources in ingenious ways in his artwork. He
was unafraid of the darker moods and realities of life,
and was able to express them with facility and power. Paradoxically,
though not unusually, the deep sensitivities that plagued Picasso into adulthood,
with disturbing memories of childhood traumas and his love hate

(25:40):
relationship with his father, were pivotal to his eventual artistic success.
Though Picasso stands as an exemplar of gifted precocity, he
was a very poor student, hated school, and struggled to
learn to read and write. Early gifted development and discernible accomplishment,
as with Picasso or Mozart, is rare. Indeed, nevertheless, we

(26:04):
erroneously believe this is the sole definition of genius. Indeed,
if this were true, the life and psychology of those
with high potential would be of little more use to
most of us than a study of the scarcest seat
seed fly of ancient Africa. Rarefying genius to a tiny
group of renowned figures of unquestionable influence and historical preeminence

(26:28):
is incorrect, exclusionary, and.

Speaker 15 (26:31):
A pointless misinterpretation of intelligence.

Speaker 12 (26:34):
We can imagine what it must be like for the
cause committed everyday genius who has no expectation of fame
or even endorsement.

Speaker 15 (26:42):
Consider Susan B.

Speaker 12 (26:43):
Anthony who brought such a courage and tenacity of spirit
to the cause of women's suffrage classified a dour spinster,
She received a letter from her disapproving brother that said,
although you are now fifty years old and have worked
like a slave all your life, you have not got
a dollar to show for it.

Speaker 6 (27:03):
This is not right.

Speaker 15 (27:04):
Do make a change.

Speaker 12 (27:07):
She responded to his objections by following her sense of
justice with another thirty six years of legendary commitment to
and leadership.

Speaker 15 (27:15):
Of the women's movement.

Speaker 12 (27:17):
How else do every day geniuses appear in our midst
Innumerable ones go by unseen within the varied terrain of society,
often serving as promoters or facilitators of others talents. Sometimes
an astute and unselfish parent paves the way, or a
sibling mercilessly challenges and competes with a brother or sister

(27:39):
for supremacy, thus forcing the more gifted one to outdo
the other time and again.

Speaker 15 (27:46):
Occasionally there is a teacher who can see and.

Speaker 12 (27:49):
Instill belief in what might be, or a predecessor who
graciously steps out of the limelight at the opportune moment
for the protegee to step forward. Once in a while,
unknowing every day geniuses find each other and a mentorship develops.

Speaker 15 (28:05):
In Andrew Carroll's Letters of a.

Speaker 12 (28:08):
Nation, we glints the unusual pen pal relationship between Nathaniel
Hawthorne and a fifteen year younger, Hermann Melvine, who, while
laboring tirelessly on what he called his whale book, bound
a soulmate and favorable audience in Hawthorne. Melville wrote lengthy,
almost stream of consciousness and immodest letters, but within his

(28:31):
sometimes rambling paragraphs there are flashes of profound thoughtfulness and humanity. Pittsfield,
Monday afternoon, November eighteen fifty one. My dear Hawthorne, I
say your appreciation is my glorious gratuity. The atmospheric skepticisms
steal into me now and make me doubtful of my

(28:54):
sanity in writing you thus, But with you for a passenger,
I am content and can be happy. The ugly duckling syndrome.
The duckling in our story didn't know he was not
a duck at all, much less that he was meant
to grow into.

Speaker 15 (29:11):
A remarkable swamp an aquatic.

Speaker 12 (29:13):
Virtuoso of great distinction. Yet only over time did the
true beauty of the swan become visible. He repeatedly fought
an inner battle as he struggled to fit it, eventually withdrawing.

Speaker 15 (29:26):
From the hostile world around him and daring to live
as he must.

Speaker 12 (29:30):
By the same token, the life story of the everyday
genius begins with a distorted image. The only hope the
odd one has of fitting in seems to depend upon
continuous self monitoring and keeping one's peculiarities in check. To
be sure, holding back the natural intensity and rapid fire

(29:51):
ideas of the gifted personality in order to avoid criticism
misdirects tremendous amounts of creative energy. Being too obvious about
one's differences can be costly. As one of my highly
insightfuled clients put it, I know what being a gifted
adult means.

Speaker 15 (30:08):
It means being punished if you dare to be yourself.

Speaker 12 (30:12):
A sad commentary on the current state of affairs for
those among us to whom we must look for innovations
and solutions. Exceptional people should not have to go through
life suffering from misidentification, curbing the development of our potential
because others fail to see who we really are.

Speaker 15 (30:30):
More important is that with no accurate point of reference.

Speaker 12 (30:34):
Like the ugly dogling, we too will learn to devalue
our unique punk expressions when everyone around us lacks instead.
Since all people draw their self portrait from social cues,
often everyday geniuses.

Speaker 15 (30:49):
Cannot see the value in being different.

Speaker 12 (30:52):
Each everyday genius is unique, though in one respect, we
are all the same. Until we seek our personal truth
in updated, individualized ways, we are apt to remain lost
in a culture that has no way to understand us,
much less support and value us. Even more harmful, we
are in danger of going through life lost unto ourselves,

(31:16):
our true nature obscured because our who am I? Questions
have been incorrectly answered again and again. Most of us
were born into environments that demanded, desired.

Speaker 15 (31:28):
And rewarded duck hood.

Speaker 12 (31:30):
In other words, we may have been born smart, but
we weren't considered beautiful the way we were. Sure everybody
loved our precocious antics and early displays of talent, but
did they hold dear the rest of our odd duck nature.
Like the ugly duckling, we grew up believing much of
how we were just too smart for our own good.

(31:54):
We grew used to restraining ourselves in order to fit
in short on the fact, says adults, our genuine identities
were covered over by others definitions of who we were
for a while, Settling into the daily grind of our
usual adaptive, stalmart way seems a suitable and satisfying arrangement.

(32:15):
Wake to a predictable day, shower, dress, race to work,
have meetings that don't get things done, make small talk
about the weather and the latest big game, drive home
at a snail's pace, eat dinner, get the kids.

Speaker 15 (32:30):
To do their homework, and so on.

Speaker 12 (32:33):
Routine is okay, But one way or another, the swan
in the everyday genius press is to be heard. Deeply
Unsettling questions of who, what and why regularly knock us
off center in the midst of our routines. Getting caught
up in them is a frustrating matter of fate. Yet
trying to block or ignore them can be disastrous. What

(32:56):
are the fears that hold back individuals who have such potential,
such potency, such possibilities for contribution? First and foremost, giftedness
can be frightening in many respects. Daring to actualize one's
potential to its fullest is a damned if you do,
damned if you don't.

Speaker 15 (33:16):
Proposition.

Speaker 12 (33:17):
We fear being overwhelmed as much as we fear being constrained.
We fear being undersupported as much as we fear being controlled.
We fear success as much as we fear failure. For
after all, once we achieve that first success, expectations.

Speaker 15 (33:34):
And risk rise.

Speaker 12 (33:36):
We are afraid to be vulnerable and open to others.
Yet we are terrified of being alone and misunderstood. In
our relationships. We can become bewildered and distrust our perceptions
and ideas, while at the same time be fervently attached
to them Because we know we are right. We have
learned to suppress our differences for fear of rejection or exploitation,

(34:00):
despite needing to be recognized.

Speaker 15 (34:03):
Because our own.

Speaker 12 (34:04):
Standards of good enough are sky high, we get cold
feet when we imagine the even higher expectations others have
of us. And yet the subconscious mind of the everyday
genius is imprinted with a summons and insisted call that
something vital is yet to be discovered. An intractable sense

(34:24):
of urgency and accountability tubs on one arm, while a
desire to have peace of mind and to belong Yanks.
On the other though we long to be actualized, we
don't know why or how, since we have never been
told how the gifted mind and personality work. Jane lost

(34:46):
in her own life. No one ever expects a midlife crisis.
Jane certainly didn't. She had always been an adaptor whose
versatility and optimism could carry her through difficult transitions. But
in hindsight, there had been a crisis, and now it
was cristal clear to Jane that she and the world

(35:06):
in which she lived had been transformed in a very
real sense.

Speaker 15 (35:11):
Jane was a seer.

Speaker 12 (35:14):
Every one knew her as the idea person who could
turn the lights on in the darkness of confusion. Long
before Jane had been promoted to vice president of new
markets at the software company, she recognized that people always complimented.

Speaker 15 (35:28):
Her on her unusual insight, though she never thought much
of it herself.

Speaker 12 (35:33):
It seemed she had a gift of perception that allowed
her to size up any situation quickly, to read between
the lines and untangle the knocks of human interaction. She
could sniff out hidden agendas and hypocrisy like a bloodhound,
and draw out the best in others who were yet
unaware of their potential. In the face of complexity and ambiguity,

(35:57):
Jane's abilities shone like a veteran sailor. She could anticipate
the most subtle shift in the winds. Over the years,
Jane had developed a love hate relationship with her sensitivity
and skilled insight. On one hand, it was a help,
on the other a hazard. Though her extraordinary presentivity could

(36:18):
solve a variety of complex challenges, it could also create
land minds that betrayed her socially.

Speaker 15 (36:26):
But everyone liked.

Speaker 12 (36:27):
Being so easily known. More than once, Jane had looked
to the sky, pleading to be less aware, especially after
unsuccessfully cutting heads with a teacher or supervisor, or exposing
the obvious.

Speaker 15 (36:40):
Truth in the situation that demanded that she know less
than she knew.

Speaker 12 (36:46):
Five years back, Jane's unexplainable way of knowing things had
saved her life. One day, out of the blue, her
attention had been drawn to an area of her body
just above her left knee. At first glance, I missed
nothing out of the ordinary, just the usual assortment of
skin spons light and dark, large and small, that were

(37:07):
the expected byproducts of an Irish heritage. She tried to
dismiss the vague, pulsing sensations that sounded her inner alarm,
but to no event. Something was happening, and she knew.

Speaker 15 (37:20):
It was important.

Speaker 12 (37:22):
Unwilling to articulate what she felt, she ignored her intuition. Nevertheless,
Jane's anxiety rose as she berated herself for all the
beech loving days as a sunworshiper, when like her young friends,
she had felt invincible. Two days later, Jane reluctantly ventured
into the dermatologist's office, almost as if some invisible force

(37:45):
had driven her there. She was noticeably agitated and even
a bit angry. She attempted to make herself out as
a rather unintelligent worry wart, partly because of the many
times before in her life that others had discount to
what she knew for lack of hard evidence, and partly
because she hoped her suspicions were unfounded. After all, she

(38:09):
tried to convince herself. The dot, she pointed out to
the doctor was no larger than the head of a
small pin, so how could something so tiny mean trouble?
But even before the doctor spoke, Jane had her answer.
She sensed it, and she was sure it was cancer.
After surgery to excise enough tissue around the malignant melanoma

(38:32):
to prevent its taking a lethal foothold in her bloodstream,
Jane's specialist told her the university pathologists were absolutely baffled.
Hers was the tiniest diagnosable melanoma ever detected by a patient.
What had led her to seek her doctor's opinion, they wondered,
Even to the medically trained eye, Jane's skin cancer looked

(38:55):
at first to be just another freckle, one that might
easily have been disregarded until it was too late. To
the doctor's collective incredulity, Jane answered their query by simply stating,
I can't explain it. I had sensations there, a tingling
of a sort. I suppose I just knew. It's always

(39:16):
been that way for me. That's all I can tell you.

Speaker 15 (39:19):
Believe me.

Speaker 12 (39:20):
If I could put it into a formula that could
be shared with everyone, I'd do it in a heartbeat.
But I think it's just a gift I was given,
and I really don't know how it works myself, as
it does with so many survivors to diagnosis of cancer.

Speaker 15 (39:36):
Had brought Jane to her knees.

Speaker 12 (39:38):
Her uncanny self rescue had opened a new channel of awareness.
At some level, Jane knew that others had inaccurately defined her,
despite her apparent willingness to accept their labeling pretty much
without question. Suddenly, Jane felt obliged to come to terms
with the very characteristics and abilities that had long been

(39:59):
a source of inner tension and confusion. She was quite
right to take this commanding new perception seriously. Jane sensed
she was on the verge of a personal truth of
great magnitude. As she began to discard her mistaken identity,
she was able to interpret her traits in a radically

(40:19):
different way, as she began to redefine the frequent complaints
that had.

Speaker 15 (40:23):
All begun with the word two.

Speaker 12 (40:27):
Certainly, Jane would still live in a culture that had
trouble understanding and accepting her particular style of intelligence, a
culture that mocked its claimed reverence for individuality with intolerance,
while rewarding those who maintained the status quality. But her
spirit soared as she finally understood that she had been

(40:48):
given a gaumblet with a gift in it, Jane's ability
to see deep and far. Her sensitive and empathic nature
and indeed her perfectionistic yearning for the ideal were all
parts of a puzzle that, when rightly fitted together, revealed
a gifted adult whose extraordinary talents.

Speaker 15 (41:08):
Could be fully realized and freely given. It was a
picture of an everyday genius with her face on it.
Know thyself or Lose thyself?

Speaker 12 (41:21):
Like Jane, day after day, throngs of everyday geniuses gaze
into the waters of the identity pond, only to see
an ugly duckling, whose creative ideas and.

Speaker 15 (41:31):
Products are all that is praiseworthy. Staring back up at them,
they see that they are not.

Speaker 12 (41:37):
Valued in whole, but only in part for their ability
to deliver the goods society deans desirable for them.

Speaker 15 (41:45):
The ugly duckling story is all too real.

Speaker 12 (41:50):
The distinguishing marks of exceptional intelligence appear undesirable and excessive
when one views one's self in only one pond, society's
normal who, As with the unexpected swan in cons Christian
Andersen's story, when traits of high potential are mislabeled as deformity,
the image of the beautiful swan is sometimes lost forever

(42:13):
in the muck of misidentification. Yet confusion, self doubt, and
alienation are not where the story ends. A second reading
reveals another tale, a reflection that ultimately uncovers the master
key of liberation. For it is not until the ugly
duckling turned Swan has an epiphany that he reveals the

(42:35):
truth of character to himself and reclaims his missing identity.
It is in this visionary instant, when the upside down
facts of the past are turned right side up, that
the very soul and destiny of the Swan are set free.
Like the Swan, everyday geniuses must search out the truth

(42:56):
of who they are before they can take their intended
place in the universe. For the multitude of individuals whose
future is blueprinted with high potential gifts of intellect and
creative achievement, three prime pieces of information are nearly always missing.
Three facts that, when left uncorrected, work individuality and keep

(43:18):
accomplishment tied to a short leash. However, a revised identity
picture has the power to change everything, to turn pipe
dreams into reality and mediocrity into excellence. Liberation is possible
only when we accept these three things.

Speaker 11 (43:38):
One.

Speaker 12 (43:39):
Everyday genius is accompanied by a specific set of personality
traits and inner processes. High potential and intelligence are not
just about being more of something, but rather about an
altogether different manner of thinking and experiencing.

Speaker 4 (43:57):
Two.

Speaker 12 (43:57):
The mislabeled excesses of everyday genius are actually assets, the
very cornerstones of excellence, leadership, and revolutionary contributions to the
universal world.

Speaker 4 (44:11):
Three.

Speaker 15 (44:12):
To fulfill the.

Speaker 12 (44:13):
Promise of high potential, the everyday genius must learn to
master the delicate balance between could and must rip strategies
to avoid physical and mental burnout and spiritual bankruptcy. In
the bigger picture, each every day genius must confront the
forces of conformity. Society has always had its own agenda

(44:35):
for those who exhibit the idiosyncrasies that come with swan potential,
and that is to shape them into ducts.

Speaker 15 (44:43):
Because this is so, the identified everyday genius is the.

Speaker 12 (44:47):
Only one who can reveal the qualities and gifts of
the swamp. The quest begins by taking a second look
into an undistorted pod and reevaluating what we see there.
Every day genius look like birds of a different feather,
as indeed they are, but like the swan, they have
the right to know the truth of their identity, that

(45:09):
their characteristics are not destructive liabilities but powerful assets, and
how to manage their lives to dodge the pitfalls that
often accompany high potential, so that their talents may finally
be realized. The right to know is imperative. How did
the swan get lost? How did our metaphorical swan's identity

(45:34):
get lost in a duckyard in the first place. One
of the most common ways to get lost is to
become entangled in the IQ game. Confusion about what's smart
and what's not overshadows the entire domain of intelligence. In fact,
of all the truly gifted people who have entered my office,

(45:54):
not one has easily embraced the idea of being gifted
for distinctive intelligent. They have been so programmed to disavow
their own abilities that it usually takes several sessions before
they dare.

Speaker 15 (46:08):
Accept the possibility of a swan's life.

Speaker 12 (46:12):
It's always the proverbial others who are truly gifted. Of this,
they are certain because giftedness always entails vulnerability. To submit
to obsolete beliefs is to bargain for little more than
a life filled with frustration without being exposed to the
truths of who they are and why they are just

(46:33):
the way they are. The swan will never fly free.
Four lost in the IQ game. Now intelligence seemed quantifiable.
You could measure someone's actual or potential height, and now
it seemed you could also measure.

Speaker 15 (46:52):
Someone's actual or potential intelligence.

Speaker 12 (46:56):
We had one dimension of mental ability along which we
could array every The whole concept has to be challenged.
In fact, it has to be replaced, Howard Gardner. Certain
abbreviations such as FBI and IRS have the power to
make the hair on the back of our neck stand

(47:16):
on end. Another abbreviation that sets the knees to shaking
and furrows the brow with instant self doubt is IQ.
Getting caught up in the entanglements of the IQ game
is one sure way to stifle the early promises of
everyday genius. Perhaps has nothing else. IQ, a number presumed

(47:37):
to sum up and rank the limits of individual intelligence,
strikes fear in the heart of all but the super confident.
Not surprising considering that we live in a society that
reveals IQ along with grade point averages, achievement awards, athletic prowess.

Speaker 15 (47:54):
Wealth, and physical beauty.

Speaker 12 (47:56):
In general, we have come to think of a global
IQ of one hundred as average and anything above one
twenty five as indicating superior to very superior intellectual ability.
But the sweeping generalizations drawn by the average person can
be far from helpful, even when the scores are high.
In an issue of Harvard Magazine, Dennis and Andrews wrote

(48:20):
about his internal reaction to learning from his former elementary
school principle that his IQ had measured only one twenty five,
keep cool, control, wobbly knees, one twenty five, not brilliant
every day, bright like everyone else, No brighter than my stockbroker,

(48:42):
no brighter than my insurance agent.

Speaker 15 (48:44):
Totally discrimintied. No one takes it seriously. I test badly.
Maybe I was depressed a bad night's sleep. What's smart
and what's not.

Speaker 12 (49:00):
Despite widespread misunderstandings about IQ over emphasis on test scores,
persists I have long been puzzled by the power of
IQ beliefs. Hardly anyone I know, gifted or not, was
ever formally evaluated for special abilities.

Speaker 15 (49:16):
Most people confuse achievement with inborn aptitude.

Speaker 12 (49:20):
We tend to mistake scores on group tests that measure
school learning, such as the IOWA test of basic skills
or a comprehensive redoubt of individual potential. Regardless, most of
us carry around a hazy yet fixed idea of where
we stand in terms of IQ. Each of us bears
a private sense of our mental ability that governs our

(49:42):
self concept. One way or another, we have made a
decision about our intelligence that awards us a gleaming badge
of honor that fills us with pride, or a satchel
of regret that blogs us down with shame and self doubt.
As time passes, unptions about our intelligence become embedded in
our psyche's and we script our lives accordingly. Whatever our

(50:06):
conclusions about intelligence, they tend to function as an internal
holy writ, sacrosanct and undisturbed.

Speaker 15 (50:14):
For a lifetime.

Speaker 12 (50:16):
Rarely do we question our trust in IQ as a
sound basis for making important life decisions. It is the
invisible gauge we use to determine how to establish standards
and how high to set the bar. In fact, we
can go so far as to equate IQ with our
very self worth. Then we mix into the how smart

(50:39):
am I formula a personal history of external evaluations. How
well we did in school, how we were judged by
authority figures how closely we fit the desired mold of
acceptability and what was expected of us as determined by
our gender, race, and class. The original agenda of the

(51:00):
intelligence measurement movement was not to create a hierarchy of
social value.

Speaker 15 (51:05):
It was far from that.

Speaker 12 (51:06):
In the mid eighteen hundreds, English scientist Sir Francis Galton,
Charles Darwin's cousin, attempted to quantify such qualities as even temperedness,
female beauty, reaction time, and intellectual strength. Later, French psychologist
Alfred Bennet and his colleague Theodore Simon were commissioned by

(51:28):
their government to develop tests that would reduce bias in
the evaluation of school children's potential for learning. Together, they
identified test items that could predict how some.

Speaker 15 (51:39):
Children would perform in school.

Speaker 12 (51:42):
Yet nat firmly declared his test was not to be
taken as a measure of inborn ability. Rather, it was
intended only to identify and help students in need of
special educational attention. How then, did we arrive at today's powerful,
though limited concept of intelligence i Q, as we have

(52:02):
now come to understand.

Speaker 15 (52:03):
It had its origins in the US military prior to
World War.

Speaker 12 (52:08):
One, a Stanford University professor Lewis Turman revised Benet's test,
producing the Stanford Benet in an attempt to measure children's
abilities for vocational fitness.

Speaker 15 (52:21):
For these tests, a.

Speaker 12 (52:22):
German psychologist coined the term intelligence quotient, which was simply
a person's test derived a mental age divided by his
or her chronological age.

Speaker 4 (52:37):
What what I been thinking about?

Speaker 2 (52:47):
I mean, would I think the.

Speaker 4 (52:57):
Government age?

Speaker 12 (53:17):
But though intelligence quotient is now a misnomer, i Q
has come to mean intelligence test scores in common parlays.

(53:40):
Terman went on to assist the U. S. Government in
developing new tests to evaluate the two million new recruits
that overwhelmed the army at the onset of the First
World War. Since the military needed a fast, low cost method,
individual testing was out of the question. Inductees were given
the Army Alpha Test in groups, the first paper and

(54:02):
pencil intelligence test designed to assess aptitude for specific militaries.

Speaker 4 (54:07):
So the ass the ape the io spe.

Speaker 16 (54:15):
That no, from the.

Speaker 17 (54:22):
Open, don't study of humanity.

Speaker 4 (54:30):
The majority of people hated me, gave.

Speaker 2 (54:32):
That damn.

Speaker 4 (54:35):
Obviously good. I'll study now, I study. I'm probably but
that's not the too.

Speaker 11 (54:41):
What does it that actually mean that that your bet
again twenty gout study is yes, you deserve a chip paint.

Speaker 6 (54:51):
On the whole.

Speaker 4 (54:52):
When that is that you tell the.

Speaker 18 (54:57):
Runner out of paint nimble a no man, I've thought
a book that you got play at chip off pay
What is that paint?

Speaker 4 (55:07):
Yet at the end of the day.

Speaker 6 (55:09):
You have a baby.

Speaker 17 (55:12):
Ship a faint four years. But that said, and that
the term as it because even a little paint, even
a paint chipper.

Speaker 4 (55:34):
Did you get looking at them? Hasn't got a bank account?
And the very thing you know they're not makes it
hardest or anything. They just probably just don't tap and
jenfuy They all had up looking pretty physically you take

(55:55):
the chip or pain of looking it.

Speaker 17 (55:57):
A lot of bits in the chimpang and book what.

Speaker 4 (56:07):
Okay? That's any cause they keep.

Speaker 17 (56:08):
Going back on dependin of cotendigen.

Speaker 4 (56:16):
But the kids college.

Speaker 2 (56:21):
Rudent people very in.

Speaker 11 (56:26):
What be dependent on the resident?

Speaker 17 (56:30):
How all the college the you be dependent on the
rob indent?

Speaker 6 (56:34):
Have you got.

Speaker 4 (56:36):
Random in bands?

Speaker 17 (56:38):
How well that just that you fast in you mean
how or by school.

Speaker 6 (56:45):
You got to be.

Speaker 2 (56:45):
Fundant or.

Speaker 17 (56:48):
So while the water was that working.

Speaker 6 (56:51):
Yeah, kind of ground everybody.

Speaker 17 (56:52):
Be the had to do is that he still.

Speaker 4 (56:56):
Being dependent, because that's just a challenge.

Speaker 6 (57:00):
Where did you go to the.

Speaker 4 (57:02):
Year you add even working?

Speaker 17 (57:03):
So when you have the down, when you find it, I.

Speaker 4 (57:07):
Get one a thousand dollars. You don't depend out of
the government. Oh I'm there. I am entitled to the
hun never working a job at at the nine o'clock
sometimes pretty good over, don't Is there anything not a

(57:32):
level A hundred thousand dollars? If the odd dive fan
out of the fan w a idiot, I'm getting bad
of your bedding. Not amain thinking about the guber biling
public pology.

Speaker 11 (57:43):
What did you have?

Speaker 15 (57:50):
Tills?

Speaker 12 (57:52):
Bennet was later horrified to discover that a handful of
unethical psychologists were using scute adaptations of his test with
immigrants to support claims of inferiority and ethnicity based feeble mindedness.
His efforts to measure intelligence, once grounded in humanistic service,

(58:12):
had been repackaged to be used as an agent of oppression.

Speaker 4 (58:21):
Let's show, let's do you think.

Speaker 6 (58:28):
He did?

Speaker 11 (58:29):
That?

Speaker 4 (58:29):
Got to do with the human intelligen you know, because
they're different.

Speaker 17 (58:35):
Yeah, what the hell did that?

Speaker 4 (58:36):
Got to do with.

Speaker 17 (58:39):
Wantaprop the fantastic I can't what that?

Speaker 4 (58:44):
Hell? Did that go to do with the human intelligence?

Speaker 15 (58:48):
The proof of your.

Speaker 4 (58:52):
Okay, where you gonna test?

Speaker 2 (58:53):
Hire?

Speaker 4 (58:54):
Now? The how groups wear?

Speaker 15 (59:13):
What is IQ? Really?

Speaker 12 (59:16):
Fortunately, great strides have been made since then in both
the ethics and efficacy of intelligence tests to guard against
their misuse. At present, a battery of tests, or at
least a valid and reliable standardized measure such as the
Wexler Intelligence Scales, is required to establish a credible IQ.

(59:37):
Tests are given one on one and interpreted individually by
a qualified professional psychologists.

Speaker 15 (59:43):
According to Alan S. Kaufman, a highly respected.

Speaker 12 (59:47):
Expert in intelligence measurement, the emotionally latent concept of IQ
rests on certain assumptions frequently overlooked.

Speaker 15 (59:56):
The focus of.

Speaker 12 (59:57):
Any assessment is the person being assessed, not the test.
The content of the responses and the person's style of
responding to various types of tasks can be more important
as a determiner of developmental level and intellectual maturity than
the scores assigned. The goal of any examiner is to

(01:00:17):
be a shrewd detective to uncover test interpretations that are
truly individual. The IQ test like the SAT possesses past
learning or developed abilities. Like an achievement test, it is
not a simple test of aptitude. The overall IQ score

(01:00:38):
does not equal a person's total capacity for intellectual accomplishment.
Intelligence tests are best used to generate hypotheses of potential
health to the person, not to label or categorize. Everyday
geniuses often do not display the stereotypical.

Speaker 15 (01:00:57):
Model of intelligence.

Speaker 12 (01:00:59):
They are not always top of the class conventional types
who are verbally savvy, self assured, and teacher endorsed. They
may fail to supply evidence of high potential. Thus, they
may not be recommended for special programs if indeed there
are any. The undeveloped potential of those with learning disabilities,

(01:01:20):
physical impairments, and cultural disadvantage has little to no chance
of being recognized or guided. Sometimes testing can be a
more objective identification method than teacher or parent recommendations. Nevertheless,
when probing for giftedness with intelligence tests, caution remains the byword.

(01:01:43):
Most professionals agree that because intelligence tests measure a single
aspect of giftedness, academic giftedness, they misrepresent the dynamic and
intricate fundamentals of exceptional ability and all test scores, even
those from the most reliable and valid instruments, are never
free from measurement error. People must always make decisions about

(01:02:07):
test results. Test scores must never be allowed to speak
for themselves. Fundamentally, intelligence tests should never be used as
the sole criterion for determining giftedness. Specialized tests designed to
measure creativity and higher level thinking can be more useful
than traditional IQ tests, though.

Speaker 15 (01:02:29):
They are rarely given.

Speaker 12 (01:02:31):
Yet in every case, test results are intended to be
analyzed to form strategies to meet educational, career, psychological and
relationship needs. In brief, IQ tests measure learned ability, not
potential ability. At best, they are keys that open particular

(01:02:51):
doors of understanding and must never be used.

Speaker 15 (01:02:54):
To lock the door of possibility.

Speaker 12 (01:02:58):
Unfortunately, in our cur and educational system, individual IQ tests
are rarely given. Current tests largely ignore any measure of
creative thinking and avoid any comprehensive measure of intelligence. Group
achievement testing is commonly used, while individual assessment of ability
is rare. The types of tests generally given are for

(01:03:21):
purposes of determining subject.

Speaker 15 (01:03:23):
Matter mastery versus aptitude.

Speaker 12 (01:03:26):
Perhaps this is why skewed concepts about intelligence such as
those offered in Pernstein and Murray's The Bell curve can
lead people astray by pandering to our ignorance and our prejudices.
Beyond updated IQ, the intention behind most measures of intelligence

(01:03:47):
is essentially honorable. Conventional intelligence tests can be occasionally helpful
for some people in that they provide a snapshot of
information about a limited aspect of human cognition, the linguistic
and logical aspects of intelligence. Psychometric testing has indeed provided
us with a great deal of information that can be

(01:04:09):
useful as part of a selection process.

Speaker 15 (01:04:12):
In situations that call for an assessment.

Speaker 12 (01:04:14):
Of specific skills and abilities, such as entrance to medical
or law school. However, it is always unwise and unfair
to over interpret test results and label individuals. Luckily, several
new and more comprehensive theories of intelligence have emerged in

(01:04:34):
recent years. In nineteen eighty three, American psychologist Howard Gardner
proposed a theory of multiple intelligences, asserting there is.

Speaker 15 (01:04:45):
No such thing as singular intelligence.

Speaker 12 (01:04:48):
Gardner argues that earlier measures of intelligence disregarded vital faculties
that greatly impact everyday life. He suggests intelligence is many sided,
and has identified eight domains of intelligence. Linguistic intelligence a
proficient and easy use of words and sensitivity to phrasing

(01:05:10):
and the rhythm of language in poetry, song, lyrics, and
persuasive speaking, as with poet Walt Whitman, Nobel laureate Tony Morrison,
musical wordsmith Bob Dylan, evangelist Billy Graham, and congressional orator
Barbara Jordan.

Speaker 15 (01:05:28):
Musical intelligence a special sensitive.

Speaker 19 (01:05:37):
Activity to tempo, pitch, tander, and tone, and an ability
to create and express musical arrangements that correspond to emotional experience,
as in great composers, singers, and musicians such as conductor
Arturo Toscanini, violinist Yasha Heifetz.

Speaker 12 (01:06:00):
Legendary jazz composer Duke Ellington and operatic diva Maria Callas.
Logical mathematical intelligence, powers of inductive and deductive reasoning in
handling abstract relationship and predictions based on numbers and equations,
so obvious in eminent economist John Kenneth Galbrigg, the Harvard

(01:06:23):
professor who administered the system of price controls during World
War Two, Physicist Robert Goddard, father of modern space rocketry,
statistician George Gallup, whose polls quantified public opinion. Ar No Penzians,
the Nobel laureate who confirmed the fabled Big Bang theory
of creation and pioneered new computer logic, and Lisa Maigner,

(01:06:47):
who coined the term atomic vision and solved extraordinary mathematical
puzzles in her nineteen thirties experiments with barium emission. Spatial
intelligence the ability to visualize objects in the mind and
transfer the information to something concrete, such as designing an
airplane or laying out a movie set, as visible in

(01:07:10):
phenoms such as Walt Disney, William mulholland, the self taught
engineer whose photographic memory and ditch digger genius developed the
Los Angeles aqueduct system in the early nineteen hundreds. Howard Arke,
the architect character in Einran's The fountain Head, and painter
and sculptor Pablo Picasso. Bodily kinesthetic intelligence, exceptional body control

(01:07:37):
and refined motion that permits skillful expression of ideas and
feelings through movement, as with Martha Graham's poignant choreography and dance,
Michael Jordan's superstar athleticism, and the classic slapstick antics of
Charlie Chaplin. Interpersonal intelligence advanced understanding of human relations and

(01:07:59):
manner of feelings, as in the revolutionary insights of Karl Junger,
Clara Barton, Eleanor Roosevelt Nobel laureate, Martin Luther King Junior,
and Mourning Dove, who possessed the spirit to chronicle her
people's honoured traditions both as a folklorist and novelist. Intra

(01:08:20):
personal intelligence a sharp understanding of one's inner landscape, motivations, emotions,
needs and goals, as with Hermann Hessen, Sigmund Freut, Mahatma Gandhi,
Thomas Merton, and Ingmar Bergman.

Speaker 15 (01:08:38):
Naturalist intelligence a.

Speaker 12 (01:08:40):
Special ability to grasp the intricate workings and relationships within nature.
An instinctive reverence for a connection with animals, plants, minerals, ocean, sky, desert, mountain,
as in Henry David Thoro, John Muir, founder of the
Sierra Club, who at age sixty eight, began a campaign

(01:09:02):
to preserve the Yosemite Valley, and Isaac Dinnison, whose years
as a farmer on an East African highlands coffee plantation
inspired her to write her celebrated memoir Out of Africa.
From this standpoint, hip hop kids might be perceived as
masters of musical, linguistic, and kinesthetic intelligences. The effective TV

(01:09:24):
interviewer could be said to excel in linguistic and interpersonal intelligences.
Members of Greenpeace who successfully activate their conscience and persuade
the powers that be to pay attention to environmental problems
by allocating funds and changing laws probably have unusual strengths
in naturalist, interpersonal, and linguistic intelligence. The everyday genius may

(01:09:49):
wear several hats at once, and for example, envision obtain
financial backing for and direct an outdoor community dance theatre
by combining all eight intelligences. Gardner's concept promotes the identification
and development of domains of potential, excellence and high performance.

(01:10:09):
Though he is mindful of test misuses, ethnocentricity, and cultural bias,
and so is not a proponent of testing and labeling,
he aims for universality.

Speaker 15 (01:10:21):
We can benefit from identifying.

Speaker 12 (01:10:22):
Abilities according to Gardner's domains, but not by labeling, ranking,
and tussling about who has what and which domain is
more or less valuable. What we need to do is
mindfully consider and build upon given talents, cultivate skills that
are necessary but in which we are deficient, track our
progress and unveil avenues of growth that may bolster satisfaction

(01:10:46):
and achievement.

Speaker 15 (01:10:48):
Harvard professor Daniel Goleman finds.

Speaker 12 (01:10:51):
Our traditional view of human intelligence incomplete, especially because, in
his estimation, IQ is only one of many abilities that
determine success or failure in our private or emotional lives. Moreover,
he asserts, IQ offers little to explain the different destinies
of people. Golman offers a persuasive rationale for the concept

(01:11:14):
of emotional intelligence, an ability to manage five domains of
emotion in ways that enhance intellectual ability and contribute to
both mental and emotional acuity. Goldman zeros in on essential
factors that lead to being, in his words, more fully human, claiming,
emotionally intelligent people have a life that is rich but appropriate.

(01:11:38):
They are comfortable with themselves, others, and the social universe
they live in. This, he proposes, is the result of
an artful blending of self awareness, sensitivity, and people skills
with basic cognitive ability. In successful intelligence, Robert Sternberg of
Yale University writes about the kind of intelligence used to

(01:12:00):
achieve important goals. He too thought conventional ideas of intelligence
were too narrow, but Sternberg argues Gardner's multiple domains really
amount to distinct talents rather than forms of intelligence. Sternberg's
concept of intelligence contains three interdependent components of experience, internal

(01:12:22):
core thought, external application of thought in the everyday world,
and a mediating combination of the two coping successfully with
new situations. His theory suggests a highly intelligent person is
one who capitalizes on personal strengths and compensates for weaknesses,
eventually finding a niche in which to perform optimally. The

(01:12:47):
unexpected gifted adult. The quest to quantify or categorize intelligence
has come a long way, yet even the best measures
of ability barely scratch the surface of what it means
to be in everyday genius. The typical gifted person has
never been accurately tested, has no factual information about the

(01:13:08):
nature of giftedness over the lifespan, and has determined what's
right and wrong about her or his personality from behind
a smoke screen. Because of sweeping stereotypes, such people are
faced with a socially inherited reluctance.

Speaker 15 (01:13:23):
To acknowledge and invest in their special gifts.

Speaker 12 (01:13:28):
Faulty images of the gifted have been around for centuries,
culturally defined as truths. This makes it nearly impossible for
us to value and honor our own characteristics without also
signing up for a set of very negative associated traits.
Those who have never been given insider information on what
it means to be gifted are also harmed by society's judgments.

(01:13:52):
Even if such individuals never acknowledge their membership in the
gifted ranks, they are at risk because at an unconscious level,
they know the criticisms are aimed at them. Gifted children
do grow up, they just don't see themselves as gifted.
Unidentified gifted adults enter my office like other first time

(01:14:14):
psychotherapy clients, a bit wary, not quite sure they want
to be there, yet in need of understanding and a
new perspective of themselves. Little by little, their problems come
to the surface, laid bare against a backdrop of individual quirks, dreams, regrets,
fears and wounds.

Speaker 15 (01:14:34):
But at no point does the new client use the
word gifted.

Speaker 12 (01:14:41):
Mistaken identities buy the millions, as we have heard, we
have been indoctrinated with the notion that a single IQ
number such as one, O nine, one twenty three or
one forty five is a true indicator of ability from
which we can determine the limits of our potential, including giftedness. However,

(01:15:02):
we now know that a single IQ rating one does
not validly describe the intelligence of many individuals. Two is
a finite measure of performance that can change over time.
Three cannot claim to measure the multifaceted factors of ability
proposed by current research on intelligence. Four all but ignores

(01:15:26):
creativity and other specialized aspects of human potential. Giftedness is
far more complex than just more intellectual capacity, which means
we must look anew for the everyday genius in our
daily lives and unexpectedly in ourselves. Contrary to popular opinion,

(01:15:47):
gifted adults are many in number, and because this is so,
the most crucial aspects of such individual's character, their intellectual
and emotional intensities are mistaken for something else.

Speaker 15 (01:16:01):
Hence, they are mistaken identities by the millions.

Speaker 12 (01:16:04):
Instead of being viewed as exceptionally aware, insightful, and responsive,
gifted people naturally exhibit traits that are considered excessive. It
is no wonder that gifted adults are ignored or misinterpreted
when we have not met the needs of.

Speaker 15 (01:16:20):
Society's gifted children.

Speaker 12 (01:16:23):
Perhaps it will help to look at early observable traits
that distinguish the bright child from the gifted child. Bright
child knows the answers, gifted child asks the questions. Right
child interested, gifted child extremely curious. Bright child pays attention.

(01:16:44):
Gifted child gets involved physically and mentally. Right child works hard.
Gifted child plays around, still gets good test scores. Right
child answers questions. Gifted child questions the answers. Bright child
enjoys same age peers. Gifted child prefers adults or older children.

(01:17:10):
Bright child good at memorization. Gifted child good at guessing.
Bright child learns easily. Gifted child bored, already knew the answers,
Bright child listens well. Gifted child shows strong feelings and opinions.
Bright child self satisfied. Gifted child highly critical of.

Speaker 2 (01:17:47):
Right.

Speaker 6 (01:17:49):
No, no, you're not.

Speaker 11 (01:18:00):
Said, that's the problem. That's why it failed in philosophy,
because you would die, you couldn't see. Possession is literally

(01:18:21):
in the whole point.

Speaker 4 (01:18:23):
What is wrong with you boys? That is the irony
of a bullding.

Speaker 11 (01:18:30):
In philosophy, you could doc could see that is the
insanity of it. Like I coursed back, it fails, right,
the d said, obviously that's the entire boy that you
wouldn't conceive. But it wasn't in a philosophy class again,

(01:19:01):
philosophy thinking, that's a lot of differences.

Speaker 4 (01:19:06):
What is literally a world code? You have to argue
that world code.

Speaker 11 (01:19:09):
You're like, possess the only part of that world code.
I'm not conpeating in philosophy, it was like philosophicis think
you Philipchers was wrong? Okay, argue that, oh they failed me?

Speaker 6 (01:19:24):
You lost?

Speaker 4 (01:19:26):
What are we talking about right now?

Speaker 11 (01:19:29):
So I did it again and lost clearly, like and
I don't believe that I was in prick clearly however
fastly last night, so philadelphically thinking who had the higher
crown in reality?

Speaker 20 (01:19:49):
I just agree people in reality you fast class all
the polize these philosophy class thinks of the dead philosophically,
how the teacher the.

Speaker 4 (01:20:00):
Imprehend morally right, that's the irony of it all. And
it's a girl for the like I disagree, you can't
his agree math if you've got the answer, They're like,
you didn't show your work and was do the same thing. Yes,
you can disagree with that philosophy.

Speaker 3 (01:20:19):
You can't act in this amplas. No, don't ask me.

Speaker 11 (01:20:31):
You still get your bid in corect promise you started wrong,
you are even start with.

Speaker 4 (01:20:39):
So economically speaking, we have we have.

Speaker 11 (01:20:43):
To question laury because this canna be morally abhorn everyone
that didn't economy I been a position. However, Charel's hits
a fight with als are depending on one world. The
clock firstarted, they like, stealings break they said, it's already

(01:21:03):
they said, off top you have already building on jagging
crowd and that the fighting your way off of the
tagging ground. And they're like, how dare they have five
fit and three? I said, your provis was say right,
you could have got these eaves and down there and
if you just jump off, the figure said, stealing is right.

Speaker 4 (01:21:23):
They're like, what no, They're like, if.

Speaker 11 (01:21:27):
Nobody's system, nobody you start there, you start somewhere, but
they can at the same tree agree and then you
can fight off.

Speaker 4 (01:21:36):
Then at the end you're like, because of the economic
and justice of the white man hearing his right?

Speaker 2 (01:21:44):
What no?

Speaker 4 (01:21:48):
Now, how gonna first said this? You're like, how dare
they get that my region. I said, you started injuring
if you need to ease into it.

Speaker 2 (01:22:00):
I could argue that, boy.

Speaker 4 (01:22:02):
But you need to start.

Speaker 11 (01:22:03):
You would say that due to the sage is signing,
don't you said the white man is bad.

Speaker 4 (01:22:08):
And nigga's wand to steal. They said that is wrong,
and you're like, I feel that I'm right, and dump
it down and failed.

Speaker 6 (01:22:17):
You are Now.

Speaker 4 (01:22:21):
If some pre quorl isn't are you baslamo?

Speaker 11 (01:22:24):
The Koran incorrect, the Kora incorrect, the bottom incorrect, Conababi incorrect,
for the buddhas incorrect, Jesus incorrect, suit incorrect, Oh incorrect,
everybody incorrect.

Speaker 4 (01:22:39):
Stealing is right. You don't start there. You may end
up there at no point are you of that stack.
Let go. You don't start with white man bad, that moore.
Niggas can't steal.

Speaker 11 (01:22:49):
They said, this is a philosophy, lash, This is not
African American studies. His philosophy is one of the problems,
and says stealing its correct.

Speaker 4 (01:23:00):
Teach you built it off. The premise still is correct.

Speaker 6 (01:23:07):
I'm wrong or not?

Speaker 2 (01:23:09):
Really? You have to people.

Speaker 6 (01:23:15):
Which is.

Speaker 4 (01:23:18):
Which is incorrect?

Speaker 10 (01:23:20):
Your kid is healthy?

Speaker 4 (01:23:25):
Legally they can't the judges. You are saying that, So
you're bron.

Speaker 11 (01:23:31):
From the judge, Like so not just said my opinion
is incorrect, I'm going go wrong thro stove to this
white man.

Speaker 4 (01:23:39):
You will not send me to jail, just like mich
what youn talking about right now? It's like I believe
that he enough the people, that this white person policious
in life.

Speaker 18 (01:23:50):
But I can care for that.

Speaker 11 (01:23:51):
He just said, who says it is correct your philosophies
like no, the ploposy jack fail. You want a lot
to that remence hangs a like at the time, I've.

Speaker 4 (01:24:04):
Been looking like, yes, because I believe I was right.
You're going to javing jail.

Speaker 6 (01:24:13):
The b they asked me, what is the.

Speaker 2 (01:24:20):
People?

Speaker 16 (01:24:20):
The fact said it to get accurate? How Americans?

Speaker 6 (01:24:33):
They didn't.

Speaker 8 (01:24:36):
Yes, I think it's my opinion.

Speaker 3 (01:24:40):
I didn't say poor opinion.

Speaker 6 (01:24:43):
It didn't say more opinion.

Speaker 2 (01:24:46):
You in.

Speaker 21 (01:24:49):
It right because I gave you my opinion? Is that
what the answer to the question. The question wasn't what
do other people think? If I would have answered it
that way, then it would have.

Speaker 3 (01:25:02):
Actually been wrong.

Speaker 11 (01:25:06):
You're correct now as a former fake Muslim in the
Middle East where the real Muslims are your belief system
would get your hand cut off, beheaded, and because you're
a woman.

Speaker 4 (01:25:19):
Absolutely executed and stoned.

Speaker 11 (01:25:22):
So if we're going to say off of a belief
system that you subscribed.

Speaker 4 (01:25:28):
To before, you would be stoned and executed.

Speaker 11 (01:25:32):
By your belief and your philosophical So it wouldn't be
an F.

Speaker 3 (01:25:36):
It would be an E for executed.

Speaker 4 (01:25:39):
So go off, queen, I guess you won.

Speaker 17 (01:25:46):
I mean, I'm gonna make each other.

Speaker 15 (01:25:53):
So perfectionistic.

Speaker 12 (01:25:56):
The Council for Exceptional Children makes a good point regarding
the illusion nature of giftedness and inaccurate perceptions about how
it relates to IQ. We recommend that you do not
become bogged down in probing into the concept of intelligence.
Its intricacies and mysteries are fascinating, but it must not
become a convenient synonym for giftedness. In two recent articles

(01:26:20):
in The Monitor, an official publication of the American Psychological
Association entitled Searching for Intelligence Beyond g and Gifted label
stretches It's more than high. IQ staff writer Beth Azar
reports Doogie Howser and little Man Tate are modern day
media images of gifted children. Super smart kids who enter

(01:26:44):
accelerated programs and go to college before their peers can
form complex sentences. Academic achievement remains the primary yardstick for
determining which children are gifted, but the definition is beginning
to expand. For hundreds of years, cultures have distinguished between
smart and not so smart people, judging their success and failures,

(01:27:06):
general knowledge and abilities to interact.

Speaker 4 (01:27:09):
After the stupid prigi and my very.

Speaker 3 (01:27:23):
Very legitimate opinion, and somehow.

Speaker 17 (01:27:28):
You feel like it's appropriate to be are wrong.

Speaker 9 (01:27:32):
When they literally have its my money.

Speaker 4 (01:27:35):
They literally asked.

Speaker 15 (01:27:37):
For my opinion and I provided my opinion, and that's wrong.

Speaker 16 (01:27:42):
However, you just brought around all the people stupid simmsco
you cause about this, But I'm wrong, I'm wrong whatever.

Speaker 11 (01:27:50):
So, for one, the city of Residing, everybody would believe
in your philosophy. Also the city of Residing and nobody
can read. Nobody your mayor is illiterate. So to be
clear that you have an entire city and a mayor

(01:28:13):
who are illiterate, who believe in your philosophical belief that
if you are downtrying, you ought to steal.

Speaker 6 (01:28:21):
Now.

Speaker 11 (01:28:22):
Illiteracy is problematic, especially if you're.

Speaker 4 (01:28:27):
Over the age of eighteen.

Speaker 11 (01:28:31):
Everyone who graduated in twenty twenty five can't read. There
was a summer graduation that was celebrated ambitious couldn't read
because the science was felled incorrectly, and you're worrying about
I'm generalizing. And there was a summer graduation in which

(01:28:54):
children were held back and still cannot read, and they're
celebrating the mediocrity of illiteracy, and I'm incorrect from making
an assessment based on a literacy level that I thought

(01:29:14):
you should have at the age of five.

Speaker 3 (01:29:20):
These people can vote and can't read.

Speaker 11 (01:29:23):
Again, you are questioning my opinion of people who can
vote and cannot read. A city who elected a man
and can't read. They don't know his name, they can't
spell his name. Ask two people on your block who's
the mayor. They'll look at you confused because they're on

(01:29:44):
fatanyl and eating crab.

Speaker 4 (01:29:46):
This is what I'm talking about.

Speaker 11 (01:29:49):
What do you want me to do with this type
of subject matter in Baltimore where the mayor cannot read
and says.

Speaker 4 (01:29:58):
Trump needs to call him. You can read. He's not
calling you, sir, Lee Donald Trump alone. He won't do it.
He's so Brandon Scott is so upset. He is distraught.

(01:30:19):
He wants to be brought up in the.

Speaker 11 (01:30:20):
Conversation and Trump knows it, and he will not say that.
They Otter Spight, He's like, I'm not going there because
Brandon Scott wants.

Speaker 4 (01:30:26):
Attention because he keeps talking and shit and you.

Speaker 11 (01:30:28):
Know, Trump got fucking God from the Hawk ears and
here's everything. So they're like, Brandy's got at it again.
He's like, I'm not going Devil c Baltimore looking at
the President, absolutely not. Why would I Yes, you can
even know. The council says, sir, no, far for it.
Like everybody in the office is like, sir, we know how.

Speaker 6 (01:30:47):
You know what they do?

Speaker 11 (01:30:48):
They said, we know how. Listen they are listen in unison.
The entire front office said, sir, they're tricking. You.

Speaker 4 (01:31:00):
Don't do it.

Speaker 11 (01:31:01):
Because if you do it, it's bad PR. You can't
win because none of them can read.

Speaker 4 (01:31:08):
And again, it's bad PR.

Speaker 11 (01:31:10):
It's a whole city of fit andel and crack and
niggas who are literate, Sir.

Speaker 4 (01:31:18):
Is bad.

Speaker 11 (01:31:19):
First, if you walk through there, you're going to catch aids. Second,
we legally can't bring you there, sir. We legally can't
do that. Because it's a lie.

Speaker 4 (01:31:30):
But like, this is nowhere the land of helicopter, it's
baltim What are we going to do? Bring up a boat?

Speaker 11 (01:31:35):
The Navy can't even get you there safely, sir, because
the water is full of oil and the manson drink it.
These are the people in charge of this city.

Speaker 3 (01:31:44):
There is a port.

Speaker 4 (01:31:46):
Listen.

Speaker 11 (01:31:46):
The only things that go there is a carnival cruise.
It's is the most niggers cruise on Earth. Nobody wants
to go through Baltimore. They don't even have real crab anymore.
The crab comes from China.

Speaker 4 (01:31:58):
Sir. It's a trap.

Speaker 11 (01:32:03):
They'm telling you him, like talk, mister Trump, it's a trap.
You can't You're going to see too much and you.

Speaker 4 (01:32:11):
Won't it you thredep.

Speaker 11 (01:32:13):
No, DC is a cakewalk because you have a mayor
that got since you are dealing with a governor who
was insane and a mayor who.

Speaker 4 (01:32:21):
Wants to talk to you. No, sir, he wants that
phone call and he's not getting and he's not jetting yet.
He's not getting it because the media finds it's hilarious,
just like everybody else does.

Speaker 11 (01:32:37):
Because they're like, so we heard Trump talk about Baltimore.
He said he absolutely would not have you talked to
him on the phone knowing they happen. And it's not
racist because it has been. Because first you're asked, like,
it's fucked up to this last skinned black woman is
in the doing that is embarrassing to his brother and
the white woman, they're like what they even.

Speaker 4 (01:33:00):
Like, you can't get mad at it. I mean, you
can't get mad at this point.

Speaker 16 (01:33:04):
Because she tried so hard, like you could see her
face change, like she was trying.

Speaker 6 (01:33:11):
She was trying to.

Speaker 15 (01:33:12):
Walk him very chit. She was like, you know, I
understand he's a new mayor. He probably don't have as.

Speaker 11 (01:33:18):
Much kid, he said. Crime is that a fifty year low.
The year before it was eighty five in twenty twenty four.
It is currently at sixty five and seven months due
to the year. I'm like, sir, don't speak so confidently,
and that she's like, all right, time to go to work.
I guess this fool just out here saying anything like
Baltimore motherfuckers then go shoot each other.

Speaker 4 (01:33:37):
Twenty times in the next set in the next four months.
In the next four weeks, she was like and then
she just like rolled up asleep, like here, we know
you and a ridiculous ass haircut. Why are you doing this?

Speaker 6 (01:33:51):
Yo?

Speaker 11 (01:33:53):
And then the and then the white woman's like, so
Trump is cleaned up DC. Everybody's loving it. All the
black people are carrying a mind. And your governor said,
has been arguing with Trump?

Speaker 4 (01:34:07):
Have you heard from him?

Speaker 11 (01:34:09):
His face immediately sunk, knowing he couldn't. He's like, Donald
Trump could never come to my city. First of all,
who the fuck are you? He out here talking about
that it's a no fly zone for Donald Trump? Well,
it is a no fly zone technically because who want
to land at b WY?

Speaker 4 (01:34:29):
Would you land? Would you go? Would you land? Air
Force one that b W? I? Why would you do this?
Listen lee O, listen. Brand just got out here. Want
Donald Trump to fly spirit and act like him.

Speaker 11 (01:34:43):
Ain't nobody gonna be going back and forth with this
nigga no talking about Donald Trump need to humble himself
and come to Baltimore. Boy, the governor won't do it.
What's he even talking about? He's stupid and can't read
the room like he he's going And I was hoping

(01:35:03):
praying Brandon's Scott is stupid, but he at least understands.
The more he talks, the more it's probably going to
be that the government is going to bring down on
him like the plague. He shut the fuck up.

Speaker 4 (01:35:18):
Brandon's God has spoken again.

Speaker 3 (01:35:20):
God, I do he has.

Speaker 4 (01:35:23):
That's why I have to look it up because I do.

Speaker 2 (01:35:25):
I just do.

Speaker 4 (01:35:26):
He can't help himself.

Speaker 11 (01:35:28):
He's pathological, the man is, He's mentally ill.

Speaker 4 (01:35:34):
He needs at this point, he needs Jesus fine, says dogs.
Gonna let the motherfuckers be great. All ended him too,
Fuck Togo and everything.

Speaker 6 (01:35:45):
Stamp