Alucard’s Alchemist Academy Vol. 4😈

Everything has an origin…even your nightmares

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https://www.deusdaewalker.com 😈🎶😂

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Episode Transcript

Speaker 1 (00:17):
It don't another number money.

Speaker 2 (00:19):
I got, I got trucking brother pytnic homies in my braid.

Speaker 3 (00:23):
My main thing is not that bain the three main
thing in.

Speaker 4 (00:27):
The old name, I an.

Speaker 5 (00:44):
This bot may have a bise to.

Speaker 3 (00:47):
I'll not last one.

Speaker 6 (00:50):
If there's not whats really what's.

Speaker 4 (00:57):
That thing?

Speaker 3 (00:58):
He's still awesome, presents a fucking that's say what is
it about that?

Speaker 7 (01:11):
Not?

Speaker 8 (01:13):
I said, So I'm gonna see ye after the time.
Second fact, say the samnity.

Speaker 3 (01:22):
Not person see the name A man win the fun?
The man said, a girl tell me sisty that my
protect went on my brother.

Speaker 1 (01:32):
And the come up the com love it?

Speaker 3 (01:35):
I said, when in reality in the south of the
son society, Lad, what is it about that? Not? The rest?
I said?

Speaker 7 (01:49):
Okay, so.

Speaker 5 (01:52):
What is it welco?

Speaker 7 (01:53):
No? Not?

Speaker 3 (02:00):
I said about the other ride and wa bag by
you bring me out and dead?

Speaker 1 (02:23):
You want that to me?

Speaker 3 (02:29):
When did the count down?

Speaker 5 (02:32):
And help you back me down?

Speaker 3 (02:35):
So need to help down your art?

Speaker 9 (02:37):
You sing after you told me SidD to funt down
every foultan rag me down, So need to help down.

Speaker 3 (02:48):
If we tell me gets out, that's a buck a
bout what about that?

Speaker 10 (03:19):
I guess the club by.

Speaker 5 (03:22):
Not a red down. I say, things so bad?

Speaker 3 (03:28):
What about do.

Speaker 1 (03:30):
I get a club.

Speaker 8 (03:34):
Not a backdown?

Speaker 1 (03:36):
I said, getting so bad?

Speaker 3 (03:39):
You try to break spot by, but you will not
A bags me. You make me out of beda.

Speaker 1 (03:56):
A woman did, but that.

Speaker 3 (03:59):
To be.

Speaker 8 (04:23):
Friz a terrible b They call me, yeah herby Tip
because myself the shurance making nother sis a plotic, pussingly particulous.
My momoristics think you would have pt the character of
prisis the braid is the powas ever there prest a
terrible ba.

Speaker 4 (04:35):
They call me, yeah Herbert, because myself a surance making
no as a sum present pussitly pardiculous my momati. But
you would want the character of britis, the prentice, the
poways everything for the terrible name American type of Christy
timmything the base see forms kept from a lipstalyptic maybe
polympicated predict some.

Speaker 3 (04:53):
Of the prisons.

Speaker 8 (04:53):
The number when the physic bard rember, what.

Speaker 3 (04:55):
Con tell the thing is going to happen?

Speaker 8 (04:57):
They can see people.

Speaker 2 (04:58):
Can't out a thousands in the past when I tested
to try and with them the life that first dream
of package that will lead the I'm inist grip of
country inn to be results, I turn to consult. We'll
turn the consults and give them morning that because of
the fourth during the court of the realistic presidents better
bringing the brook.

Speaker 1 (05:15):
To the thing.

Speaker 2 (05:15):
What monatically supplying his need for broken in the patient's
getting fresh.

Speaker 8 (05:19):
Breaking and getting respected. I guess, okay, fear get a
fear that be the quickest and most too. We bot
get the MP is.

Speaker 4 (05:25):
The never the vote friz terri with They call me yeah,
hevery tip because of summer church making.

Speaker 3 (05:29):
Does it's a.

Speaker 4 (05:30):
Suppeller bit push the liverridiculous mumble recipes think you put
the character prints the practice.

Speaker 8 (05:35):
I've always eptend prison teric But they call me yeah
every tip because my Southern.

Speaker 3 (05:39):
Charist make it.

Speaker 4 (05:40):
Does it's a suppell the bit push the liver ridiculous
mumble wistics think you just put the chlade to britis
the practice I've always.

Speaker 2 (05:46):
Empten the sinu patient is in picture and proper diagnosis.

Speaker 4 (05:49):
Sam the giving a completion and other doctors but giving me.

Speaker 8 (05:52):
Cre you're rating this music is silent, the sen and
this game. Why suppose his name up in the.

Speaker 2 (05:56):
Silence The sounds out of town of reasons BECTI get
beat these riding linings inside of my head and me
and the end of the one that's the brother thought
to say, the methods and thurnal force.

Speaker 1 (06:06):
Is on the younger way.

Speaker 8 (06:07):
I will talk the only way it will go to.

Speaker 2 (06:09):
I make them fumba to force here before in ten
because the thing you come send no ready come back.

Speaker 8 (06:14):
You said the matter force the sixty.

Speaker 9 (06:15):
Gave the way of the rent is gonna leave the
not the mind baby, but believe it is.

Speaker 3 (06:20):
I can take that other pain. I'm a mass kid.

Speaker 2 (06:22):
I better get breath ready to fall through for gonna
get to inside truth to say the ones that's.

Speaker 1 (06:27):
Got to you.

Speaker 8 (06:28):
Frizzle terror wick.

Speaker 4 (06:29):
They call me your herey chicky because myself the church
making donzen sense of preller bit piss the lip protect
listen my movements tickets.

Speaker 8 (06:35):
You want to put the sheriffe torintics and prentice.

Speaker 4 (06:37):
I always up tend frizzle terrble make they call me
yeah hery ticket because myself the church make it done.
The sense of plow bitch, pish the liver particulars my
movement tickets think you must put the charbage to brinsics.
The prentice, I'm always up tend.

Speaker 2 (06:49):
Welcome to the drum fire, where's from the back of
fire in the week and get somebody head and over
one by the noses that they can not whist with
the fact for the fact and the rest the.

Speaker 1 (06:58):
Day for a mess.

Speaker 2 (06:59):
I'm not content. They contact the poor attending stuff or
a prize that's party out of the league. They go
a week and blind call unnecessarily commosing because the perhaps
not respected.

Speaker 8 (07:09):
There's all an emotion started.

Speaker 2 (07:10):
Voting more focus and said we're just doing you don't
worry about what the other men being the saying, dude,
he's a dream alone.

Speaker 8 (07:17):
You know that hope close to me?

Speaker 3 (07:18):
Doctor joke is.

Speaker 8 (07:19):
I'm gonna really thought.

Speaker 2 (07:20):
Of less his polls from my brother to they bothering
you pully are about you went out of doubt, dude,
I just ball then see it final with the reals.

Speaker 8 (07:27):
Ain't no double meeting in the week the week just
accept this stand prison terrific. They called me, yeah herby
tip because myself a turist making no this is a
pelope push the leaf ridiculous, my moveristic thinking, what's what
the chfick.

Speaker 4 (07:39):
Of Britics apprentice, I'm always epretend cristal tericly, they called
me yea herby tip because myself, the church makingnthers is.

Speaker 8 (07:46):
A pelope push the leaf particulous. My Mooristic is thinking,
what the chefick of Britics apprentice, I'm always eptend.

Speaker 6 (08:14):
P bar pack by the back the word back by
the bat the back the bar by bar top back by.

Speaker 5 (08:34):
The back to the bar.

Speaker 3 (09:03):
Tell this.

Speaker 2 (09:06):
Became a bourbon bruiser and abuser of pet people who
picked the point the finger from their perception of my
suspectivntwisticaders left of this picture and the fact I'm that
year the pleasures I'm controlled back Tom took combinations of
the capture taxes finding love they're.

Speaker 8 (09:21):
From making over his Heart and data fox it copy
this lit with.

Speaker 3 (09:24):
Courage, bust be set in dam killing myself in data
than a pound of.

Speaker 8 (09:29):
Skill that came on from you Fasten took his foot
and you review took report that maybe just the truth.
I rather lose the support and went from.

Speaker 2 (09:38):
Passes and suf and suffer cash and my friends and
get your actions.

Speaker 5 (09:41):
And taper great leader brother and.

Speaker 1 (09:43):
Another ship in the fun.

Speaker 2 (09:45):
I'm left the boostrots us who come up before the half.

Speaker 8 (09:48):
Not until we heard our don't.

Speaker 2 (09:49):
Stop that we back out, bill that we check out, jill.

Speaker 8 (09:53):
Back my horses cats touch.

Speaker 2 (10:16):
Che says you change the bodies of wanting dollars.

Speaker 1 (10:25):
They can't you.

Speaker 7 (10:26):
The speirits are here.

Speaker 2 (10:27):
Bring the floodprid that I b feel and equipment with
the tools I need to succeed here.

Speaker 10 (10:32):
It is donation.

Speaker 8 (10:33):
Well, the natives don't get imagined. You have to supersede
average and.

Speaker 2 (10:37):
Then except production and fire touch of percussion. But dug
at opposition way.

Speaker 8 (10:42):
You know the chief to wait and feel when you
begin to sager. So when you can't entertainment, when.

Speaker 1 (10:47):
You can't want the strangers got a want to pay,
it puts.

Speaker 8 (10:50):
On patent danger you can the conte hager puts it
set in.

Speaker 1 (10:54):
The Maine for pay. Can they say you who said they?

Speaker 3 (10:57):
Whenever I think I'm.

Speaker 8 (10:58):
Hating down for help. So my good wife have a
friend only family and a social that can be CONSI
case success the time a bright death for kicks, such
a slow particularly.

Speaker 5 (11:10):
Starts, keep.

Speaker 1 (11:35):
That it's slow, keep down most slow, keep down coon.

Speaker 3 (12:43):
Slope. People look when they collide.

Speaker 1 (14:00):
In the middle.

Speaker 3 (14:00):
Bring yourself and them the people people walking with me.

Speaker 4 (14:10):
You did you.

Speaker 3 (14:13):
Look in the bring yourself in them the man assist
and I watched the cans laid.

Speaker 8 (14:23):
But I've had the tas life.

Speaker 7 (14:25):
That owning mind refs.

Speaker 3 (14:27):
I've been permitting medity in with the mind that you're
raking in the can with lass over last, this one
is doing with that. Everything's the cast my mind. But
I hit myself for I've been charge motivate the crept
for life as.

Speaker 8 (14:44):
To design the covers, and talked about to.

Speaker 3 (14:48):
The mass that it contents come must then set the musing.

Speaker 1 (14:54):
I see the laslow.

Speaker 11 (14:56):
We're both pining solo.

Speaker 8 (14:57):
But I haven't done. I want to say, now here's
the place.

Speaker 3 (15:13):
To take the place? These over doc pople walking when
they come to the saying, don't think you got you?
Did you turn and go? Day, look at the mirror,
bring yourself and let the don to say, just let
the dull the scene path break the plain. He's all
the dottypot baking. When they come he say, don't think
you want you think you're talking called him. Day, look

(15:35):
at the mirror, bring yourself and let the doc to say,
just let the dog is saying, freaking your name set
three The same day.

Speaker 1 (15:44):
The mist extend.

Speaker 8 (15:45):
He moves twenty two most past the gin.

Speaker 3 (15:48):
The bravest man. I looked at you the thirteen minutes,
so wonderful, pa Itus not Gagsma's hold you why I
have to chase my polar Bady, you be pulling the
because in this throng of.

Speaker 8 (15:59):
Meaning what you need to be a little bit but sweats.

Speaker 4 (16:02):
When you won't trust the talk, I'll just truss make
your cream and lim the.

Speaker 8 (16:06):
Blue along your bed and my bed.

Speaker 1 (16:10):
I just stop telling.

Speaker 3 (16:11):
Resistance is do we hilpting the conneting, the pressing, the
pushing your flower frast to sing the picture I had.

Speaker 8 (16:22):
Over set side and sagt l.

Speaker 4 (16:27):
The moss, so just to be wearing before the stave
been putting on.

Speaker 3 (16:33):
They got this consumer great the pain, the all the
don't people talking when they come and say you want you?
Did you come and go ahead?

Speaker 1 (16:43):
Bring it?

Speaker 3 (16:44):
Talking the mirror, bring yourself and let the dog say,
just let the don says Bret. The plain, all the
dot people talking when they come in, did you want
you think? You come and go and bring it the mirror, bring.

Speaker 1 (16:59):
Yourself and.

Speaker 11 (17:01):
The mistaken identities by the millions, as we have heard,

(17:28):
we have been indoctrinated with the notion that a single
IQ number such as one oh 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, we now know that a single IQ

(17:49):
rating one does not validly describe the intelligence of many individuals.
Two is a finite measure of performance that can cheer
over time. Three cannot claim to measure the multifaceted factors
of ability proposed by current research on intelligence four all

(18:12):
but ignores 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

(18:35):
popular opinion, 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. Hence,
they are mistaken identities by the millions. Instead of being

(18:56):
viewed as exceptionally aware, insightful, and rest sponsored, 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 society's gifted children. Perhaps
it will help to look at early observable traits that

(19:19):
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. Gifted child

(19:39):
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. Right child enjoys
same age peers. Gifted child prefers adults so or older children.

(20:02):
Right child good at memorization. Gifted child good at guessing.
Right child learns easily. Gifted child bored, already knew the answers.
Right child listens well. Gifted child shows strong feelings and opinions.
Right child self satisfied. Gifted child highly critical of self perfectionistic.

(20:27):
The Council for Exceptional Children makes a good point regarding
the elusive 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

(20:50):
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 Houser and little Man take are modern day
media images of gifted children super smart kids who enter

(21:11):
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,
general knowledge, and abilities to interact socially. In the last

(21:35):
hundred years, psychologists have tried to make the concept of
intelligence more objective. Their efforts spawned the theory of general intelligence,
or G, and the design of tests such as IQ
measures to quantify G. Many intelligence researchers consider G to
be the cornerstone of intelligence, but a growing number of
researchers reject the view that intelligence revolves around g Although

(21:59):
they agree that IQ represents an aspect of intelligence, they
disagree that it's the tell all of intellectual capacity. Basing
an evaluation of intelligence on IQ alone will greatly underestimate
a person's potential. Even by narrowly focused IQ type measurement standards,
more than five percent of the adult population in this

(22:20):
country would be termed gifted. When we broaden the definition
of giftedness and intelligence to include specialized exceptional traits, for example,
spatial or linguistic ability, mathematical reasoning memory, as current research recommends,
it seems obvious that there are many more gifted adults
than previously believed. According to the director of the National

(22:43):
Research Center for the Gifted at the University of Connecticut,
Joseph from Zuli, those who fall into the category of
superior ability are more likely twice that number. As a
general estimate, it is safe to assume that ten percent
of the adult population by any set of sen phychometric criteria,
can be considered gifted. This means that the total number

(23:05):
of unidentified gifted adults in the United States amounts to
approximately twenty million individuals. Furthermore, it can reasonably be assumed
the greater portion of them have never been identified as
gifted and have no idea how deeply that lack of
information affects their lives and well being. The everyday genius

(23:25):
next door. Everyday geniuses are the people you and I
know that don't really know in total. They are the
ones we have always known as bright and inventive, or
have viewed as odd ducks. They are, like Amelia, Ethan
and Susan, unidentified everyday geniuses compelled by an inner force
to search for their true identity Amelia. The very first

(23:51):
label Amelia acquired was little Miss Perfect. By the time
Amelia was eight, she had been named miss O So
Special and the Great a R short for anal pretenting.
Despite the criticism, she took great pride in rearranging her dolls, games,
stuffed animals, and furniture to make her blue and white

(24:11):
room just so. She did this repeatedly whenever the mood
struck her. One day, when she was quite bored, she
noticed the books on her shelf. They clearly had too
many different colors on their spines to fit in with
her decorts, so she set about the business of covering
each of them in white and blue construction paper. Over

(24:32):
the years, Amelia often heard friends say things like, well, Amelia,
I can see where some people might not like to
be around you. You're just so nice, smart, accomplished, and enthusiastic.
It's really kind of sickening, you know. Amelia often thought
intelligence should come with a built in suit of emotional armor.

(24:52):
Twenty years later, Amelia had successfully completed medical school and
was packing to relocate for her surgery training. Darting through
her many books, she fought back to her childhood room
of blue and white. She good nature day laughed at
herself when she told her fiance about the construction paper incident.
What a little nitpicker I was. Now, wonder everybody made

(25:13):
fun of me. It's a wonder I turned out okay
at all. Amelia had no inkling that her early exactitude,
which seemed so silly, was in fact prophetic. She was
destined to become a surgeon of exceptional skill and uncompromising standards,
and what patient would have wanted it any other way?

(25:34):
Ethan Ethan rarely became noticeably angry. For the most part,
he was a man who had grown gracefully into his
mid fifties. In truth, he was generally a happy sort
of guy. However, when he came to grips with his
gifted self, he was finally able to express outwardly his
inner frustration. Nobody has any idea just how much I

(25:56):
hold back. It's there, just under the surface, the irritation. Oh,
I'm skilled enough to keep it in check, but that
doesn't mean it's gone. People who know me would be
floored if they knew what was going on in my
head all the time. I guess I've needed to say
this to some one for a long time. I have
no intention of ever telling this to any one outside
these four walls.

Speaker 1 (26:18):
It's just this.

Speaker 11 (26:19):
When others bribe it me to slow down, I want
to say, why don't you speed it up? In meetings,
when we keep covering the same ground repeatedly, like we're
in a fixed orbit, I want to stand up and shout,
doesn't any one in this room have anything new to say?
Can't we look at this from a different direction. I
get tired of being the person to conjure up the

(26:40):
larger vision, lay it all out for every one. When
I suggest a new set of objectives to make the
vision concrete. All I hear is a lot of hesitation
from the doubting Thomases, who fight any forward progress worse, Yet, inevitably,
one of them introduces the same idea six months later,
as if it were brand new Susan. When Susan was seven,

(27:03):
her mother reluctantly agreed to have her tested by a
school psychologist because she was thought to be gifted. As
it turned out, Susan's basic IQ was very high, showing
great promise, especially in the areas of math and science.
She loved to experiment with everything from kitchen chemicals to
bird feathers to measuring the wind. However, Susan was raised

(27:25):
during a time when math and science were the domain
of boys, not nice girls like her. Like many girls,
Susan was taught to demonstrate impenetrable ignorance. She was told
to never be dramatic, never appear too smart. Though at
the time she didn't understand precisely what that meant. The
young woman saw it modeled by her parents, who firmly

(27:46):
believed on assertive conformity was the best route for a girl.
Because of this, her mother told her nothing about her
test results because she didn't want Susan to develop a
big head. Susan, at thirty seven, the struggled with what
might be called the little head syndrome, the over compliant
and self deprecating attitudes that often appear in gifted women.

(28:09):
She was so afraid of stepping on anyone's toes that
she hardly spoke above a whisper, her sentences often trailing off.
While reflecting on her indecisiveness, Susan discovered her counterfeit self
at eleven. I dreamed of becoming a research scientist, finding
a cure for breast cancer or diabetes. But that's not
what I did. And you know why, because at thirteen,

(28:33):
I said to hell with science and math and my IQ.
I decided not being cute and popular were life threatening issues.
In the wink of an eye, I would have sold
the devil thirty IQ points just to be the most
well liked, sought after girl in school. Can you believe it?
I hear stories like these over and over in my office.

(28:53):
The details may change, but the theme remains the same.
Individuals struggling within the confinement of son scietal expectation, imprisoned
by self doubt and shackled by their misidentification. If gifted
adults are so great in number, what must be done
to liberate them? What must we learn about the personality

(29:14):
and the psyche of giftedness so that we may unleash
the fertile mind and translate gifts into real life achievements.
To look and decide for ourselves is our way, and
so we must embark on the discovery trail to seek
the truth, even when we are weighed down with doubt
and fear. Five. Standing what you know on its head

(29:40):
until you are willing to be confused about what you
already know. What you know will never grow bigger, better,
or more useful. Milton ericson revised concepts of intelligence, such
as those of Gardner, Goldman, and Sternberg, take an important
step forward by redefining what aptitude means in today's work.

(30:00):
Their innovative perspectives help us debunk stereotypical ideas about individual
ability that have traditionally been as oppressive as they are incomplete.
These stereotypes don't adequately reflect the full spectrum of giftedness,
nor do they offer insight into the personality, inner experience,
or coping strategies essential to the gifted adult the every

(30:23):
day genius mind the same and different. Since early childhood,
we are trained to categorize and label. In preschool, we
memorize basic opposites on off, up, down, in out, over, under,
good bad. This process teaches us how to compare and

(30:43):
contrast by using all or nothing methods of evaluation. Something
either is or isn't. It is a mental process that
has its uses. To be sure. By thinking in terms
of opposites, we can determine the boundaries of a range,
such as here versus they are. We can quickly sum
up and make decisions by sifting through learned classifications in nanoseconds.

(31:07):
Classification is the way human beings order their thinking to
efficiently assimilate sensory input from the external work. Our minds
have a resident librarian that allows us to look, hear,
and store data, then offers relevant categories from previously learned information.
We need this quick sort ability to evaluate and choose

(31:27):
what things in our environment to attend to and what
to ignore. For instance, when driving by a metal box
on a stick near the curve, it would be absurd
to do anything more than to see it, note it,
classify it as a mail box. Then forget it. If
we paid any greater attention to such trivialities, our mental

(31:47):
files would quickly become overburdened. To avoid stimulation overload, the
human brain generally requires seven or more repetitions to store
away something new in long term memory a seasoned trapped fishermen.
This patch and released selection process permits our minds to
focus on important matters without endless distractions. The mind of

(32:09):
the everyday genius is the same as everyone else's, and
it is different. Interestingly, a critical distinction occurs in the
genius mind when complex thinking becomes more than simply tagging
an observation and discarding it once a label has been assigned.
The minds of advanced thinkers normally resist too much conscious

(32:30):
control over ideas, which is why highly creative thinkers seem
changeable or inconsistent. These advanced thinkers are unwilling to hold
to any rigid perspective because the genius mind must seek
new combinations. In a sense, their mental librarian knows that
there are multiple ways to classify a piece of data.

(32:52):
This pursuit of innovation means that such individuals not only
tolerate ambiguities, but even prefer double meanings and puzzling complexity
over predictability. Nearly all everyday geniuses love to confront the
maze of life's labyrinths, web like predicaments, and brain twisting riddles.

(33:12):
Geniuses intuitively know that there is an interconnectedness in all things,
frequently concluding that what is pleasantly puzzling now is almost
always relevant at a later date. They use more of
the vast areas of the human brain that are uncommitted
to survival and repetitive thought process, seeking new connections between
things they had learned before. The process that bridges the

(33:35):
gap between two seemingly foreign points, which to all ordinary
appearances is a waste of time, works like a mental
spark for them. The genius mind knows it is the
empty space between two end points where the spark of
innovative energy is ignited. Every Day geniuses often force connections.
In his efforts to produce the telegraph, Samuel Morse struggled

(33:59):
to find a way to make the signal powerful enough
to transmit over long distances. He needed some way to
link the signals in a consistent manner. When Moose spotted
a pair of horses being changed at a relay, station.
He imaginatively created a connection between the horses and his signal.
By forcing the two relationships like a square peg round

(34:20):
hole puzzle, Morse came up with the idea to periodically
boost the power to his traveling signal, conquering the last
major obstacle to completing his invention. Dedication to connectivity is
central to advanced thinking. Innovation is made possible by a
suspension of judgment, a willingness to forego easy classification, and

(34:41):
an ability to let ideas exist as they please. Or
the most original ideas possess an autonomy all their own.
At rest, the mind is free to explore ideas both
consciously and subconsciously. Geniuses cherish the merging of idea fragments
and the challenge of uncovering surprising junction points between apparent opposites.

(35:03):
Michael Michalko, author of Cracking Creativity, The Secrets of Creative Geniuses,
explains the genius's ability to subvert habituation by actively seeking
alternate ways to look at things and alternate ways to
think about them. As Michalco describes, physicist Kneels Bore believed
that if you held opposites together, then you suspend your thought,

(35:25):
and your mind moves to a new level. The suspension
of thought allows an intelligence beyond thought to act and
create a new form. The swirling of opposites creates the
conditions for a new point of view to bubble freely
from your mind. Bore's ability to imagine light as both
a particle and a wave led to his conception of
the principle of complimentarity. Thomas Edison's invention of a practical

(35:49):
system of lighting involved combining wiring in parallel circuits with
high resistance filaments in his bulbs, two things that were
not considered possible by conventional thinkers. The genius mind does
not simply replicate solutions to problems, but instead looks for
the most promising ways of viewing them from new angles,

(36:09):
reconceptualizing the problem itself. In many ways, it is prone
to depart from the known in favor of variation, for
variation is fundamental to evolutionary progress. Without it, adaptation and
creativity would ultimately flounder. Because at the heart of everyday
genius is a devotion to fresh ideas and a commitment

(36:30):
to resourcefulness. In fact, they are a hand in glove
operation to think in terms of words, numbers, spatial relationships,
and visual images is more productive than relying on any
one faculty to the exclusion of others. The genius mind
works by looking, researching, looking some more, pulling up stored

(36:52):
material from experience, and then doodling, drawing, charting, or diagramming.
Words and equations alone are fine for textbooks that reiterate
the tried and true, but are insufficient for the creative genius.
Famed film and theater costume designer Anne Roth is guided
by her work in a commitment to realism, insisting on

(37:13):
historical accuracy. She is reported to have become upset when
she noticed the use of shoulder pads in the costumes
of Gone with the Wind, since it emphasized Hollywood taste
over period correctness. Roth has successfully combined fastidiousness with a
creatively visual technique over her illustrious career, which has spanned
nearly forty years. When Roth takes on a costuming job,

(37:37):
the first thing she does is to spend up to
several weeks researching the period of milieu. A first stop
is often at what might be called her creative home,
the costume Depot in New York City, which she shares
with six other designers. It is packed with everything from
vintage Chanel pumps to men's suits, and also includes a
sizeable library of books on modern and period clothing. Roth

(38:01):
also checks out photo and historical archives when necessary for
a contemporary piece. Her most important research is down on
the street. Roth and her assistant of many years, Gary Jones,
made several trips on the Staten Island Ferry to come
up with the looks seen on Melanie Griffith and Joan
Cusack in Working Girl. When she feels she has done
enough research, Roth begins to develop a vision of the

(38:24):
look and feel of the project as a whole. She
starts making sketches for characters and entire scenes. This is
a crucial part of the process for Roth. Although she
has several more than capable assistance, she always does the
fittings herself. Roth's persistence and high standards have paid off.
She knows that when she finds the perfect clothes, a

(38:45):
character really jumps off the screen. It is such dedication
to quality that has made Roth one of the most
sought after costume designers in Hollywood. While she can almost
have her pick of films, she announced in nineteen ninety
four that she would be willing to reduce us her
fee for projects that challenge her creativity. The prudent genius

(39:05):
befriends chance. Accidents, and failures are often the predecessors of
insight and discovery. For instance, Jerry Yang and David Phila
shared an office during the early nineteen nineties at Stanford University,
where they spent countless hours playing on the web, which
was then in its infancy. Frustrated by the inability to

(39:26):
recall website addresses, the pair decided it would be useful
to put together a listing of their favorites. In nineteen
ninety four, they posted their list online as David and
Jerry's Guide to the World Wide Web, so others could
also access cool sites. Their chance relationship, mutual interest, and
disillusionment with the status quo led to the birth of Yahoo,

(39:47):
an online search engine now valued at more than five
hundred million dollars. Perhaps the most important characteristic of genius
is the distinction between being creative and becoming a creative producer. Everyday,
geniuses work at the things they love with results. They write, choreograph, build, test,

(40:07):
and draft many more creative products than their less driven contemporaries.
They do so because they must. It's as if every
inventive product is like an uncontrollable sneeze. It cannot be
denied its moment. For the titans of science, music, and art,
such as Edison Mozart and Leonardo da Vinci, it was
standard procedure to generate thousands of creative works. Even for

(40:31):
the paragons of genius. Many fits and starts are required
for something consequential to make its way into the world.
Though the end product may make it seem otherwise, Excellence
never comes easily. It's not enough to be academically proficient,
it's not enough to be artistic or skillful, and it's
not enough to be intelligent. Michael Machalko cautions us to

(40:52):
reconsider our ideas of genius. For years, scholars and researchers
try to study genius by analyzing st todaistics, as if
piles of data somehow illuminate genius. In his nineteen oh
four study of genius, Havelock Ellis noted that most geniuses
are fathered by men older than thirty, have mothers younger

(41:13):
than twenty five, and usually were sickly as children. Other
scholars reported that many were celibate Descartes. Others were fatherless
Dickens or motherless Darwin. In the end, the piles of
data illuminated nothing. Academics also tried to measure the links
between intelligence and genius, but intelligence is not enough. Run

(41:35):
of the mill physicists have IQ's much higher than Nobel
Prize winner Richard Feynman, widely acclaimed for his Extraordinary Genius,
whose IQ was a merely irrespectable one twenty two. Genius
is not about scoring sixteen hundred on the Scholastic Aptitude test,
mastering fourteen languages at the age of seven, finishing mensa
exercises in record time, having an extraordinarily high IQ, or

(41:59):
even being too Many people fail to answer opportunities knock
at the door because they have to finish some preconceived plan.
Creative geniuses do not wait for the gifts of chance. Instead,
they actively seek the accidental discovery. How different becomes wrong

(42:20):
as humanity heats up its love affair with speed and information,
turning techno jargon into sound bite speech, our categorical thinking
is easily sidetracked from open minded genius reasoning into faulty labeling.
Fast judgments can all too easily act as springboards or
irrational fault finding intolerance, sexism, and racism. Hasty categorizing is simplistic,

(42:44):
and ironically, it is often the everyday genius who takes
the hit. The idiosyncrasies of giftedness are rarely seen as
different equals interesting, but instead are deemed different equals wrong.
In many ways, commonplace ratings such as normal, abnormal and
acceptable unacceptable hamper the gifted person, who requires not either

(43:08):
or dichotomies, but an accepting both and type of environment
in order to thrive. Everyday geniuses are and need to
be different and common, proficient and imperfect, seasoned experts and
novice learners, autonomous and dependent, self sufficient and needy. Yet

(43:31):
an atmosphere that accommodates the gifted both and personality is
very difficult to attain. Nearly every gifted person bears some
scar of ridicule, from having introduced a new idea, being
considered weird or rebellious, or simply being ignored because of
their striking differences. In fact, gifted people are more vulnerable

(43:52):
than their contemporaries because they frequently work and live in
isolation from their own kind, experiencing everyday life outside the
bounds of their true pure group. Today, the most common
problem for the gifted child continues to be rooted in
ineffective labeling. Like many controversial topics in today's culture, talk
of giftedness always brings on a rash of heated debates.

(44:16):
Does advanced ability deserve the same investment of time, money,
and attention as disability? Does someone with different ways of
thinking and quick understanding require special attention and support? If
we dare to look underneath worn out ideas about higher intelligence,
we may find something hidden under the rug that exposes

(44:36):
why the debates are so fierce. Would we find jealousy, envy,
or rivalrous ill will? Might we uncover ignorance, confusion, narrow
mindedness or bigotry? Can we reach a new degree of
honesty by admitting that everyone tends to feel better when
no one stands out as being too different? Are we

(44:57):
dealing with a contradiction in society's thinking, attempting to strike
a balance by making everyone the same because we falsely
equate sameness with democracy? What then happens to the rights
and liberties of those who fall outside the normal curve?
Those who cannot redesign themselves as average, no matter how

(45:17):
hard they may try, gifted needs. Whether or not we
can accept the fact that gifted individuals have real needs,
the narrow classification niche for gifted children offered by traditional
education is just as off the mark as it is
for children who are developmentally delayed. How then, could it

(45:37):
be reasonable to offer identical programs and learning methods for everyone?
Above all, doesn't every child deserve the opportunity to fulfill
her or his potential to its utmost the controversies over
opportunities for the gifted are still debated passionately. They continue
because as a society, we refuse to acknowledge that for

(45:59):
the gifted, giftedness is the core of their identity, the
axis around which well being, achievement, career, and relationships must
be built. Errors of omission and curricular foot dragging are
justified by a short sighted misconception that nourishing individuals talents
and abilities with specially designed opportunities is tantamount to favoritism.

(46:22):
Limited thinking of this kind sustains itself by cries of unfairness.
After all, if the gifted are unrecognized or determined to
have no special needs, no money need be spent on
their account, and no curriculum changes need be implemented to
safeguard their development. Only a tiny percentage of America's school
systems have established formal procedures to identify gifted children and adolescents,

(46:48):
with many of those relying on faulty and or narrow
assessment methods. Of its total US enrollment in grades K
through twelve in nineteen ninety six forty one million, six
hundred twenty one five thousand, only six point four percent
were actually assigned to special programs for the gifted and talented.
According to Rodney Pelton, former gifted coordinator for the National

(47:10):
Council for Exceptional Children, the real number of gifted youngsters
may be half again as large because of inadequate identification
procedures and the great number of school districts lacking any
type of services for the gifted. Of the academic institutions
with protocols in place to identify gifted students, only a
few translate their findings into beneficial programming. Fully developed curricula

(47:34):
for the gifted that are comprehensive, well planned, and defective
are a rare commodity. More widespread is the practice of
throwing the gifted a bone in the form of pullout hours,
when students lead the regular classroom to go down the
hall to an enrichment activity such as a discussion, or
to work on advanced projects, usually of the teachers choosing.

(47:56):
What this amounts to is mostly fits and starts of
advanced busywork. This means gifted students everywhere are chomping at
the bit with untapped energy. Far too many of the
existing programs are gifted children cater only to high achievers
who fit the conventional model of education. Those with high
potential who cannot redesign themselves to walk the fine line

(48:17):
of the traditional educational systems requirements are at a loss.
As one might imagine, an ill conceived education can easily
destroy self esteem and motivation in any student, gifted or otherwise,
though the gifted person most often blames him or herself
to a greater degree for a perceived failure to measure up.
In every case of lack of attention and resources, the

(48:40):
budding every day genius is left holding the bag, a
bag full of holes that drains away the likelihood of
self fulfillment and success. The destiny question disown or delivered
the common assumption that high achievers are gifted while underachievers
are not. Is a real obstacle not only for gifted students,

(49:02):
but for gifted adults as well. Given the lack of
advancement in identification, acceptance, and education of the gifted, it
is no wonder exceptional adults almost always cringe at the
mention of the word gifted. When I first broach the
subject of unidentified giftedness with my clients, many react with
a heated disclaimer, often based on past unexceptional school performance.

(49:27):
It is startling to see how the negative effects of
school experience and disapproving parents linger throughout one's lifetime and
influence our self image. Twenty or thirty years later, images
of authority figure's resurface as pedagogical apparitions, waiving report cards
with a piercing look of disapproval. Even with a history

(49:48):
of stellar achievement, adults shown the idea of being gifted.
Nancy Albarado, a past editor of the MENSA Bulletin, contends,
many gifted adults have no idea idea that they are
more intelligent than the norm. This means they must face
problems related to high intelligence without realizing the source of
these problems. Having missed the routine screening that is identifying

(50:11):
today's gifted children. Highly intelligent adults may know they are
different from average, yet not realize why. Talented adults almost
routinely disclaim extraordinary intelligence or ability, settling for brightness even
when such a claim is patently absurd. Perhaps because gifted
individuals set high internal standards for themselves, rather than comparing

(50:34):
themselves to others as most people do, they are more
harsh in their self judgments and are less likely to
consider themselves exceptional. As a recurring theme in various parts
of the country, members of MENSA report that they consider
most other members of the group to be smarter than
they are, even when little evidence indicates that this should
be so. Many members say they were admitted to the

(50:55):
group only on a fluke and fear they would never
pass another admittance test. The MENSA retest is a running
joke in the organization, and I believe that it reflects
the uneasiness of group members when considering themselves. Highly intelligent
adults denying their giftedness is understandable when people confuse ability

(51:15):
and talent with past school performance or early super success.
We have a difficult time accepting the fact that underachievement
in school is quite common for the gifted person. This
was true for Leonard, who adamantly resisted the idea that
his characteristics were indicative of someone even marginally gifted. As
the months of therapy went by, he rejected stereotypical images

(51:39):
of intelligence and began to have a change of heart.
Remember when I said to you that my older brother
and sister might be what you'd consider gifted, but not me,
and that I was always left bobbing in their wake
of glorious achievements. When you suggested I might be gifted too,
I was hit with guilt and fear at the same time.

(52:00):
I suppose I reacted that way because I knew it
was probably true. And then, just as I was getting
close to something really important and promising about myself, my
internal critics started in with sarcastic remarks about having been
a mediocre student, chiding me for how I could have
gone to Harvard or Stanford if I'd put forth any
kind of effort at all. I didn't try a lot

(52:22):
of things because I had always maintained that I needed
a sparkling list of credentials to be a person deserving
of opportunity. I realized that when I felt guilty, as
though I disappointed the collective everybody, I was really ashamed
because I cheated myself more than any one else. That
belief turned into a twisted rope that has kept me

(52:43):
tied up and stalled in uncertainty for years. Now, as
I've started to reacquaint myself with my smart and creative parts,
I don't feel so lost any more. Amazingly, the more
I faced the old fears and recognized that I was
educated in a setting that was all wrong for me,
I can appreciate the way I responded, even though I

(53:03):
still regret it. But anger and regret are a lot
easier to channel into productive energy and shame. And you
know what, last week I played a game with myself
about all this. For two days, I pretended in my
head that I had graduated from Harvard magnequm lag even
it was an experiment to see how seeing myself this

(53:24):
way would affect my behavior and attitude. I didn't act
coffee or obnoxious, just confident and knowledgeable. It felt great.
Now I can see that giftedness doesn't have to be
a burden, now that I understand what makes me tick.
I feel sturdier and more energetic. It's as if the
most important aspect of my personality was lost, and now

(53:47):
it's finally been returned to its rightful place. Like Leonard,
most of us experienced some kind of wake up call
in adulthood that rattles us to the core. Suddenly we
feel uncomfortable living somebody else's life. Giftedness appears to have
an agenda of its own. Gradually, the true self makes

(54:07):
a conscious appearance, as memories, regrets, and shelved dreams reveal
themselves in a unified urge to claim our true identity.
Accounts of the life experiences of the gifted can offer
us some insight into the role of giftedness plays. However,
even then, their inner experience is rarely revealed. There is
scant information about the emotional and spiritual development of the gifted,

(54:31):
and less still about how they may live as well
adjusted individuals who lead meaningful lives with solid relationships and
considerable satisfaction in their accomplishments. My investigation of scientific research,
case studies, biographies, and autobiographies of gifted people clearly indicates
that the gifted are more than people with above average intelligence.

(54:54):
They approach the world and problems differently, react in uncommon ways,
learn atipic and are concerned about things others are not.
Are there others like me? And are they normal? Cut
and paced histories of the everyday genius leave out the
invaluable day to day reality and focus solely on great feats,

(55:17):
altruistic deeds, or scandalous secrets. Success stories entice as to
wrongly assume that truly gifted people are sure of their
talents from the outset, that they wisely choose to invest
their time and effort to perfect their strongest talent, and
subsequently climb an unfettered ladder to recognition and influence with
scarcely a flicker in their confidence. Media heroics, stories of

(55:42):
feats of genius that sift out all uncertainty and hardship,
are among the most damaging images for the developing gifted
adult who compares himself or herself as too little or
too late. One account of an emerging gifted adult that
offers some insight and is worth reading is Eleanor Roosevelt autobiography,
This is My Story. Phyllis Rose, editor of the Norton

(56:05):
Book of Women's Lives, an anthology of excerpts of twentieth
century women's literature, agrees she sought role models who were
not merely women married to famous men, but individuals of
substance and vitality. Rose wrote of her delight in Roosevelt's
Self Revelations, admitting that she read it with almost sinful excitement,

(56:26):
because for me, then as now, an autobiography held out
the promise of dark truths that only friends confessed to
one another, but are the knowledge you need to live.
Some of this I found in Eleanor Roosevelt's book. She
too was shy, she too had weak ankles, She too
was a physical coward, She too was nuts about her father.

(56:48):
This was the knowledge I needed to live. I couldn't
help but react in much the same way to a
segment on The Today Show featuring Tony Cofret, a visually
impaired Alabama judge. What grabbed my attention was Judge Conthrane's
honesty about his early years as a gifted child. Rather
than concentrating on his visual problems, he underscored instead his

(57:09):
enduring sense of mandated mission in the face of societal obstacles.
Judge Conthrine's giftedness was not identified early, and his childhood
school years were far from exemplary. He admits, I was
a very rambunctious child. I know, at least in second
or third grade, I spent more time in the corner
than I did in my seat. I mean, if there
was a little girl sitting in front of me, she

(57:31):
just needed a hair cut, you know. With those scissors
I had, I could complete my work real fast, and
I just would get bored. Conthine didn't find his way
into his current career until he was in his forties,
but he had always been driven to move forward and
to excel. When asked about his ambition, he replied, I
just never wanted to be that blind kid who's just

(57:52):
getting by. You know. I want to leave here as
I want to leave life and have people say he
made a difference. He did just maintain the status quo.
He actually made some changes for the good, and that's
all the heritage I want. However, even accounts such as
these leave us starving for more real life information about
the everyday genius, disclosures that might bring about a normalizing

(58:16):
me too reaction, where we wonder are the others like me?
Since we cannot be identified by gender, race, thumbprint age
or any other obvious means we push on in the dark,
we unintentionally uphold a code of silence that makes us
more inclined to hide our dreams and enact our objectives

(58:37):
in isolation. Alone and without recourse, we are woefully bewildered
by a baffling sense of urgency and unspoken anguish that
comes from feeling disconnected despite ingrained self concepts. Everyday geniuses
must ultimately seek their authentic natures, and they must do
so steadfastly, for no confidence can arise from unanswered questions

(58:59):
about one core being rebel, nerd, or marble. When high
potential becomes obvious, it becomes fair game for false assumptions
and blind criticism. As writer Shana Alexander observes, the sad
truth is that excellence makes people nervous. Gifted people are

(59:19):
repeatedly dubbed rebels or nerds, or portrayed as social dunces
who stumble around in blinty old sweaters covered with chalk dust,
appearing preoccupied and out of touch. The words gifted and
talented often bring to mind images of the temperamental artist
who throws tantrums at the least provocation, or a pathetic
isolate whose abilities are lost in self destructive behavior. The

(59:44):
polar opposite is the glittering mega success, the stellar individual
whose inventions and masterpieces rock the world, whose notoriety and
influence are enormous. This perception gives rise to all kinds
of responses that range from envy to veneration. We wonder,
if I'm smarter than most, am I destined to become
a social misfit? Must I have thick glasses and dress

(01:00:07):
poorly to solve the jealousies of others? Is there no
way to be exceptionally innovative, a charismatic leader, or a
visionary futurist and still be attractive, athletic, and popular. Or
is it that we only like geniuses in certain ways
when they're already dead, when they don't outshine our efforts,
or when we can ask in the glow of their

(01:00:28):
talents or our own benefit. Is this too harsh of
you ask the everyday genius whose gifts have been blocked, unrecognized,
and underutilized. Giftedness cannot be excised or traded in for
something else. Though I have had many a client who
has complained at some point, why can't I just be
like everybody else? Yet some are deep inside they feel

(01:00:51):
the responsibility to construct something wonderful and valuable, to make
a difference. Although we may not know any other gifted person,
once we see our traits for what they truly are,
for the first time, we feel a part of a
larger universal group. This is a point of view from
which we can see ourselves as able instead of huberant.

(01:01:13):
If we resign ourselves to fit another's life, we become
the truth of Samuel Beckett's aphorism, I say me knowing
all the while, it's not me. Reframing genius for the
every day genius. Personal genius must be reframed or reinterpreted
in conjunction with the original meaning of the word. Genius

(01:01:36):
was derived from a word used by the ancient Romans,
who consider genius a guiding inborn spirit who protects, reassures,
and coaches throughout life. The benefits of one's genius are, however,
available only when the powers of intellect and creative passion
are considered real and accessible. In this sense, inner genius

(01:01:56):
is the gate keeper of natural talent, and is itself
vigor necessary for high achievement. A Roman paid homage to
his or her personal guardian spirit or genius by giving
it gifts on his or her own birthday, as to
a loved one. The present day every day genius intuitively
appreciates this inner outer relationship and must come to cooperate

(01:02:19):
with it in modern ways. Today, paying tribute to one's
genius means listening deeply to it, fostering its growth, and
using its power of influence honorably. Terms connoting aliveness are
used to refer to the gifted individual words such as quick, clever,
and spirited. When we examine terms such as prodigy, special, exceptional,

(01:02:43):
and superior intellect, elitism taints the concept of uncommon ability.
Yet the idea that giftedness is equivalent to preferential treatment
is relatively new and utterly untrue, since most everyday geniuses
rarely receive special courtesies or educational services. But the belief
lingers like a bad smell in the air, turning everyone

(01:03:05):
away by misjudging worthy gifted traits as character flaws. If
we look logically at our characteristics without getting bogged down
with worries about being too self congratulatory or fearful of
overshooting the mark, then we can relax into who and
what we are. A part of this quest towards self
acceptance comes in a change in our self concept and

(01:03:29):
understanding the depth and breadth of our abilities. In recent years,
noted humanistic psychologist Abraham Maslow theorized about the human need
for meaningful endeavor at the higher levels of human evolution.
His famous hierarchy of needs suggests that well being begins
with aspects of survival, for example, food, shelter, water, procreation,

(01:03:51):
and progresses through a system of needs that includes such
things as a sense of belonging to a group. Up
the scale we find a drive for the fulfillment of
the individual or self actualization, and further experience is in
the trans personal realms. The focus of the gifted person
fortunate enough to have satisfied the basic necessities of life

(01:04:12):
emphasizes what Maslow called metamotives, development of the individual identity
in response to something higher, perhaps truth, beauty, justice, social service, innovation,
or wisdom. From his lifetime study of self actualizing people,
Maslow developed a theory of metamotivation I have called the

(01:04:34):
basic needs instinctoid or biologically necessary. For many reasons, but
primarily because the person needs the basic gratifications in order
to avoid illness, to avoid diminution of humanness, and positively stated,
in order to move forward and upward towards self actualization
or full humanness. It is my strong impression that something

(01:04:57):
very similar holds true for the metamotivations of self actualizing people.
They are per se in their own right, not dependent
upon human vagaries for their existence. They are perceived, not invented.
They are transhuman and trans individual. They exist beyond the
life of the individual. They can be conceived to be

(01:05:17):
a kind of perfection. Need is the salient point here,
because aimlessness and misguided direction will never satisfy the gifted person.
Self realization and actualization of abilities is a force, a
basic instinct. Everyday geniuses cannot escape the pull of self
actualization and the farther reaches of life's frontiers. For most,

(01:05:40):
this means they must eventually enter the domain of higher consciousness, spirituality,
and ethics. Well being implies more than simply getting by
and making do, for they are not the type who
can comfortably exist without the meaningful growth and hard work
that continually tests their high potential. The scripted life most
of us were prepared for may simply have cast us

(01:06:02):
in the wrong role within the wrong plot. Though no
script will suit us until we know ourselves well and
respect our very nature. The incentive for taking our gifts
seriously is the rewriting of our life script in our
own words and playing the authentic part we are called
to enact for the future of the world. The repercussion
is this everyday geniuses are an invaluable natural resource because

(01:06:27):
of their differences, because they have inspired vision, the capacity
to turn their dreams into reality, and the audacity to
chase after them for the everyday genius. Being fully alive
entails two distinct but inseparable missions, first, being free to
be oneself and second, being dedicated to the betterment of

(01:06:48):
others' lives. There is more to being smart than knowing
a great deal or doing something creative. Everyday geniuses must
take the next step so that their giftedness can serve
as the found of a more advanced future of intelligence.
Once they unexpectedly experience their self realization, they must recognize
that their gift is also an obligation. Their self realization

(01:07:12):
links them with service, their humanistic vision with progress, and
their giftedness with evolution. Lofty. Though this may sound, having
a pinhole vision about high potential leads to costly mistakes.
No everyday genius can afford to squander and trusted gifts
in order to avoid fear. Being fully alive and liberated

(01:07:34):
means embracing this twofold life in earnest, accepting that the
actualization journey is simultaneously freedom and obligation, threatening and electrifying,
harassing and tranquil, crystal clear and totally confusing. There is
no other way, no third door marked.

Speaker 10 (01:08:05):
Last Oh hell, oh, sorry, okay, I think we're gonna sor.

Speaker 8 (01:08:17):
Oh how are you doing?

Speaker 1 (01:08:19):
Okay?

Speaker 7 (01:08:21):
I because I sure I went not barn, so I'm
on my desk.

Speaker 12 (01:08:27):
Oh okay, but I could still ask you a few
quick questions.

Speaker 7 (01:08:32):
I might just like take this my hand.

Speaker 10 (01:08:34):
I'm sorry, Oh yeah, sure, no, not a problem.

Speaker 7 (01:08:38):
Okay, Sorry, I've been talking quite quickly, so I.

Speaker 12 (01:08:42):
Wanted to catch It's okay, okay, what what did Christopher
your last Times gatherer is?

Speaker 10 (01:08:49):
Sorry, I guess, ma'am.

Speaker 7 (01:08:51):
And then what do you What is your professional role
at the moment?

Speaker 13 (01:08:57):
Well, currently currently not a Lloyd due to a contract situation,
but usually I'm doing cyber threat intelligence analysis or counterintelligence
because I'm a Navy veteran, So I started out doing
a whole bunch of Yeah. So I started out doing
the whole bunch of dad in two thousand and six,
got down in twenty thirteen, and since then kind of
been working for you know, all the three letter people

(01:09:19):
in the DC metro area. So yeah, but currently yeah cool.

Speaker 12 (01:09:25):
And then Yeah, I literally came across your post about
God because I was searching on LinkedIn and so you
came up. And I'm a tech reporter in San Francisco,
and this is kind of like the first story that
I'm writing about education today, and I'm just kind.

Speaker 7 (01:09:43):
Of trying to figure out what the story will be
up probably will be like here is.

Speaker 11 (01:09:50):
This app a?

Speaker 10 (01:09:51):
Like sure, you know what students might want to.

Speaker 7 (01:09:56):
Take about or be concerned with before they use A
and like looking at the overall environment of different AI
educations as well. So how did God like even come
into your.

Speaker 13 (01:10:10):
So because of the type of work that I do,
I'm generally looking at any applications software components used by
you know, citizens.

Speaker 10 (01:10:24):
And people that may have affiliation with questionable entities.

Speaker 13 (01:10:29):
So so when so TikTok is something that has always
been on my slash our radar, even though my me
primarily because I've been shouting.

Speaker 10 (01:10:39):
For the rooftops for years, that hey, it's probably not
great that an app.

Speaker 13 (01:10:45):
Owned by a Chinese company that we all know that
personal identifiable information gets fed.

Speaker 10 (01:10:50):
To the shut up.

Speaker 13 (01:10:52):
Sorry, I have dogs that personal out of that personal
identifiable information gets fed to osually like the Chinese gone
this part.

Speaker 1 (01:11:00):
It's just it just is.

Speaker 13 (01:11:02):
So I don't think that's probably great that, you know,
everybody should kind of just be giving all of their
personal information to this app.

Speaker 10 (01:11:12):
And I but you know, who cares about me?

Speaker 13 (01:11:17):
When you know TikTok memes are a thing and now
fast and now fast forward. When Trump or whatever they else,
he tries to outlaw it, then people are getting basically
having nervous breakdowns, having literally because they have created this
insane symbiotic relationship with his applications that.

Speaker 10 (01:11:38):
Is almost known.

Speaker 13 (01:11:40):
It is cut by byte dance, so byite dances, so
everybody like knows, but nobody's doing anything.

Speaker 10 (01:11:47):
I'm kind of questioning.

Speaker 13 (01:11:48):
When I'm in my position, I'm like, so you all
are using TikTok why And they're like, oh, what's the
fun a lot of the kids are.

Speaker 10 (01:11:56):
And I'm like, yeah, but you're literally security and you
know these things.

Speaker 11 (01:12:02):
Yeah.

Speaker 10 (01:12:02):
Well, and I'm like, okay, I'm not doing this with y'all.

Speaker 13 (01:12:04):
So once you kind of see what it is, you're like, Okay,
we gotta try our best and fight the battle we
can fight.

Speaker 10 (01:12:10):
So when I heard that about this app.

Speaker 13 (01:12:14):
I have a daughter who's about to graduate, who's about
to graduate, she's graduating super earlier or whatever, and she's yeah, oh,
she's about to graduate high school.

Speaker 10 (01:12:24):
So she's seventeen, about to graduate.

Speaker 13 (01:12:27):
And she when I get like little updates from her
because she's in Louisiana, she's like yeah, she's like, yeah,
the teachers use these AI.

Speaker 10 (01:12:34):
App to Domilson plans.

Speaker 13 (01:12:35):
I'm like, excuse me what She's like, Yeah, the teachers
use like the ass stuff for the Elsings fans, and
the kids use like the math stuff for like the
math a I like to help with the math person.
I'm like, Okay, what are you actually learning? She's like
that's a good question. Like, no, you're not supposed to
say that to me. I'm asking you.

Speaker 10 (01:12:51):
She's like, well, I know how to do the math,
but that's just pretty much how it is now, and
I'm like, okay, so when I just I'm just doing
my parole of what's out there, I come across.

Speaker 13 (01:13:02):
This one and long hold they are owned by bike Dance,
and I'm like, oh, so when I'm saying how popular
the app is, and I can understand because TikTok and
the US is only half of it.

Speaker 10 (01:13:21):
Like they've done so many things to the actual real.

Speaker 13 (01:13:24):
TikTok that like in app purchases and a whole bunch
of other things, and now bike Dance is getting into
server farms and a whole bunch of other cyber stuff.
And I'm like, I told you, and everybody admits on
this side, be it meta, be it wrong, be it
whoever chat GBT they said TikTok ai is the best

(01:13:46):
AI because they don't know how they did it, but
that algorithm that TikTok has. They all know what Instagram,
all of them they've been trying to catch up even
though TikTok had greats marketing planned by actually promoting TikTok
on Facebook and Instagram, and then they wonder how did
they get it so big? So if byte Edance is

(01:14:07):
doing the same thing with educational AI apps. I can
only assume that when you're putting in all of your
personal information, it is doing the same stuff and beating
that information right over. Not to mention, it's literally just
doing the homer for the kids, which is why the
dumber like ironically, like it's just like all they're doing
is like inputting the information.

Speaker 14 (01:14:26):
So yeah, sorry, I'm sorry I talked about Sorry. Yeah, right,
that because because it's.

Speaker 13 (01:14:40):
Owned by byte Dance, this is okay, so okay, so
this is me doing my cyber threat intel thing where
I'm taking different information and likely assessments. So byte Edance
is the Chinese owned company. We know that because by
Dance is a Chinese owned company. All I from, all
personal identifiable information and this is a known thing, is
fed direct to their servers that are in chinre or whatever.

(01:15:03):
So because god, because because when you input your personal
information updating like credit card, I V whatever, you can
expect you just have to expect that that information is
not secure and private and it's likely going to be

(01:15:24):
transmitted all of the US. So right, so that's on
the security front.

Speaker 10 (01:15:31):
So yeah, like I mean I feel like so many Americans.

Speaker 15 (01:15:38):
Sure, that's practices, right, right, absolutely.

Speaker 7 (01:15:53):
Why should young people care about.

Speaker 13 (01:15:57):
Well, yeah, that's my Yeah, that's my recommendation. Primary, Like,
from a security standpoint, if you want your your information
to be stay side and you actually appreciate privacy, you
likely probably.

Speaker 10 (01:16:13):
Shouldn't use that.

Speaker 13 (01:16:14):
That's for one, and for two, since it's an AI
education app, it doesn't help, especially when it comes to
information and retention and actually learning to just have an
AI that is created by a certain government and may
have a slight tilt, so you're not exactly sure if

(01:16:36):
all that information is one hundred percent accurate. Gunner held
up saying, so the methodologies that that generative AI may
use may be a little bit different, and also take
into account whatever questions you're asking it those that information
is also being fed into that AI, which is being
sense to the developers who are not necessarily friendly towards you.

Speaker 10 (01:16:59):
So, hey, maybe you're asking you some security questions that
are stateside, or if you're doing.

Speaker 13 (01:17:06):
Some labs for example, and you might be doing experiments
and that's not proprietary information or is proprietary based on
your even students using it, like college students or high
school students, if they might be saying, hey.

Speaker 10 (01:17:18):
This is like you don't have to keep this between
within school or whatever what have you.

Speaker 13 (01:17:22):
If you're putting that into that app, that app pretty
much in this Fine Princess, any information that you do,
we kind of own it now.

Speaker 10 (01:17:30):
So yeah, it comes to issues of ownership as well.

Speaker 13 (01:17:34):
So it's really hard to have our original ideas of
the original thoughts that you might just use that AI
kind of like a ping pong or like kind of
sore through and in reality you might see your idea
that you thought was like a million dollar ID do
you pop up overseason like how did this happen?

Speaker 10 (01:17:49):
I thought I didn't tell anybody Boon.

Speaker 15 (01:17:52):
Yeah.

Speaker 13 (01:17:54):
Yeah, it's that unfortunate symbiotic relationship that you don't know
where your information is going, but in.

Speaker 10 (01:17:59):
This case you kind of do. So you have to say, hey,
I'm gonna use.

Speaker 13 (01:18:03):
It anyway to just pass these classes and screw prize
of Prophecy security or you know, kind of go something
a little bit a little bit more secure that's not
owned by fin Dance specifically.

Speaker 7 (01:18:14):
So yeah, okay, and have you told your daughter like.

Speaker 13 (01:18:29):
Oh she does, she doesn't even she doesn't use those
halfs she thinks are dumb personally She's like, I don't
know why they're using them.

Speaker 10 (01:18:36):
The math is easy. I'm like, all right, relaxed, So.

Speaker 13 (01:18:39):
I don't So it's not. It's more so she kind
of like looked down and kind of rolls her eyes
about it. But I know it's general practice for most deeds.

Speaker 1 (01:18:48):
Yeah, okay, she.

Speaker 7 (01:18:51):
Wanted to her hers these.

Speaker 12 (01:19:00):
I think that would be fascinating, and obviously i'd need
your pression because she's under eighteen.

Speaker 10 (01:19:04):
Sure, what do you think about?

Speaker 13 (01:19:07):
I have tried to just I have to be trying
to get a hold of her because like, because it's
her last year, she's really confused, assumed, and like a
whole bunch of activities and everything.

Speaker 10 (01:19:15):
So it was kind of hard to tie that one down.
So that's the only reason I know.

Speaker 1 (01:19:20):
Okay, Well, what if.

Speaker 7 (01:19:21):
I sent you, like a paragraph that you can send
to her, and then she could.

Speaker 10 (01:19:24):
Decide that she don't stood Oh sure, yeah.

Speaker 7 (01:19:30):
From a student who is surrounded by all this stuff, who's.

Speaker 10 (01:19:35):
Oh yeah, I could definitely Yeah, I can definitely shoot
it to her. Yeah, no problem, Okay, I think, well, I'm.

Speaker 7 (01:19:39):
Gonna run a book errand and then I will I'll send.

Speaker 10 (01:19:42):
It to you or text sounds good.

Speaker 16 (01:19:45):
Okay, thanks so much, Christ, No problem, take care you Tooka's.

Speaker 10 (01:19:56):
Raggedy shout about the piece of famous.

Speaker 11 (01:19:57):
Doesn't safe and predictable? That will make the journey effortless
and comfortable. And yet our innate both and nature has
already equipped us to walk this road with courage by
accepting both ourselves and our entrusted purpose. Part two, Evolutionary

(01:20:19):
Intelligence six Evolutionary Intelligence, the next step. We are at
a crossroads in human history. Never before has there been
a moment so simultaneously perilous and promising. We are the
first species to have taken our evolution into our own hands.

(01:20:41):
Karl Sagan. Even in today's information hungry age, the predominant
concepts about intelligence are far from intelligent. In fact, they
are downright aggressive. Whenever I speak about this to a
room full of people, I ask for a show of
hands by those who know their IQ. Nearly all raise
a hand. Then I asked those who were ever formally

(01:21:04):
individually tested to keep their hands up. The number usually
shrivels to a meager few. What we think we know
is in dire need of a second look. A long
time ago American teacher philosopher and reformer John Dewey had
a nagging suspicion that i Q might get out of hand.
The intelligence testing business reminds me of the way they

(01:21:26):
used to weigh hogs in Texas. They would get a
long plank, put it over a cross bar, and somehow
tie the hog on one end of the plank. They'd
search all around until they found a stone that would
balance the weight of the hog, and they'd put that
on the other end of the plank. Then they'd guess
the weight of the stone. This witticism is a good
place to begin to retest the waters of intelligence and

(01:21:49):
question what we think we know to be true.