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Showing posts from May, 2021

Choosing the Autodidactic Path

  Dedicating yourself to learning and problem solving is not as simple as just attending school. For some of those who do not fit into the school system very well, they prefer to teach themselves what they want, at the pace they want, and how they want. They become autodidaktikos, which is Greek for “self-taught.” Autodidacts are those who prefer to teach themselves, commonly rejecting the enforced school system and sometimes the optional (though fruitful) school system (K-12 and University, respectively).   Choosing the autodidactic path can look different for everyone, but there are some commonalities among those who engage in autodidactic activities. One commonality I already mentioned is rejecting the school system(s). While I do agree that mandating education for children and adolescents is beneficial in most cases, some are better off learning on their own with the guidance of a mix of wise, knowledgeable, and intelligent mentors. I expand more on the education system in subseque

Understanding and Manipulating Systems to Maximize Gains

  If you pay close enough attention to the universe around you, you will realize that everything is either part of a system or a system as a whole. Most define systems as interconnected networks, but I argue that systems are interconnected networks that perform certain functions . Many systems are social constructs, many are political constructs, many are biological, many are psychological, and many are cosmic. Systems can even be part of a greater system, which is quite common.  An example: the healthcare system is a human-created system that is a network of interrelated things to accomplish certain functions. Some examples of interrelated things in the healthcare system are medications, medical staff (and the power dynamics between them), procedures, hospitals, and the billing process. The goal functions can vary depending on the particulars of a specific healthcare system, such as the country, the political motives of the healthcare authorities, or the socioeconomic status of the

"Gifted Kid Burnout" - Other People's Experiences

  Last week, I wrote about how the “gifted” label has hurt me more than it helped me, twice-exceptionality, and how I want to break free from the confines of the “gifted child” prognosis. I want to expand on last week’s post by discussing other people’s experiences with advanced intellectual development.  There is a collection of thoughts and feelings that some “gifted” children, unfortunately, experience due to academic, social, and self-inflicted pressures. “What if I’m not intelligent enough?” “What if they were wrong, and I was never actually highly intelligent?” “I am just a heaping pile of wasted potential… Wait no, there was probably no potential to waste in the first place,” along with lack of motivation, depressed mood, existential anxiety, chronic boredom,  and a need for constant validation are common symptoms. There is a name for these experiences; this syndrome is called “gifted kid burnout.” It’s not a rarity among people who were labeled as “gifted” when they were childr