14 October 2011

The real reasons for a ‘failure to fulfil’

copy of a letter

I was talking with Fabian, and asked him why he thought it was that there was such a resistance to the idea of reparation being made to a person who had been placed in an unsuitable and unacceptable position as a result of their ruined ‘education’.

Fabian told me about somebody who wrote rudely in response to his blog that ‘society does not owe anyone an academic career’.

I said, ‘But I think it does, if it has taken over the running of someone’s education, so that they have no control over it, and thus end up deprived of the sort of career they need to have, which they could easily have got for themselves if left alone to get on with it.’

Fabian seemed to agree but said, ‘I suppose there is an idea that it is somehow morally wrong to sue public institutions for reparation, although perfectly acceptable to sue private ones.’

As I have said before, I am sure that suing would be a waste of time and energy because judges would be on the side of the ideology of the public institutions.

But individuals might (and should) realise that victims of the system who are regarded as beyond the pale for reparation by the collective, could and should be recognised as needing help from individuals to get back into a social and financial position approximating to that in which they should have been if not subjected to social interference.

An article in the Daily Mail (10 September 2011) about Simon Norton, the subject of the previous post, refers to a study of gifted children by researchers at Middlesex University.

Simon is, of course, far from the only brilliant child who has failed to live up to the enormous expectations placed upon him.

A study published last year found that out of 210 gifted children whose progress was followed into later life, only 3 per cent went on to fulfil their early potential.

Researchers from Middlesex University found that many failed to excel because of the way they were treated — often put under too much pressure and separated from their peer group so they found it difficult to make friends.

Researchers at Middlesex University are, of course, not academic exiles, and the interpretations they give of what went wrong with the lives of gifted children are the accepted and mostly fictitious ones.

Among the people with high IQs I know or have met who live in exile from society, I cannot think of any who would have ascribed their problems to ‘pressure’ or ‘high expectations’, even if none of them would have been so unequivocal as I would myself in ascribing the problems to the hostility of modern society towards exceptional ability.

If adequately funded, as it should be, the appropriate department of my suppressed and unrecognised independent university could publish, not only criticisms of such research as that done in Middlesex University, but also make studies of its own, taking other, more realistic, factors into account.