Re: [Discuss-sudbury-model] All children being gifted

From: Mimsy Sadofsky <>
Date: Mon Oct 10 16:50:00 2005

"gifted" doesn't mean high intelligence. It means high desire and
ability to do what schools think is important.

And, what exactly is "smart"? Who is in charge of making THAT
distinction, and how in the world do they do it? I, after only 37
years at Sudbury Valley, can't do it, and no tests devised could make
it possible.


On Oct 10, 2005, at 2:04 PM, CRW Pup wrote:

> Naomi wrote:
> "I still believe that all children are gifted,
> but it's only the one's who it's most apparent who are
> labeled such. The others are never given the
> opportunity, or encouragement, or room to explore
> themselves to find what they are gifted at."
> This is one of the problems I have with the "gifted" label - one can
> be gifted at many things, but what "gifted" usually means in a school
> setting is "high intelligence." No one wants to call it that at the
> risk of being seen as elitist, so the label "gifted" is used. The
> label is much more necessary in a standard school setting than in a
> Sudbury type school. In an atmosphere where students learn at their
> own pace, there is less need (perhaps even no need!) to distinguish
> the more or less intelligent students from the others, because all are
> getting to learn at an appropriate pace. But in a public school
> setting, where I currently work, it is vital that special education
> and gifted students are identified and provided with more appropriate
> services. "Teaching to the middle" happens, and at great disservice
> to our struggling learners and our highly able ones. So saying "all
> children are gifted" is nice, but it also can have the negative effect
> of diluting the very real fact that some children are smarter than
> others and they have just as much right to intellectually appropriate
> and rigorous experiences as other students do.
> Liz
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Received on Mon Oct 10 2005 - 16:49:04 EDT

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