I saw the movie Gifted this
past weekend, starring Chris Evans as the uncle of a highly gifted child
named Mary, played by McKenna Grace. Mary's genius mother committed
suicide shortly after Mary was born, leaving Mary in the custody of
Mary's uncle Frank. Frank, who is presumably also a genius since he's
taught Mary advanced mathematics himself, has been homeschooling Mary,
but now that she's seven, he thinks she should go to "normal" school
(which in this film means public school). Once her genius is discovered
in school, news of it spreads to her estranged grandmother, who wants
Mary to be educated to her full potential. Frank isn't a fan of gifted
education in much of any form (it's implied he experienced it and didn't
like it). This doesn't make much sense since he's already been teaching
Mary at her own pace, but hey, it's a movie, and his polar opposite
stance is needed for conflict. Much family drama and debate ensue.
I went into the film knowing I'd probably have strong reactions to it, since I had heard that it explores how to "best" educate a gifted child -- a subject about which I feel strongly, having experienced both an elementary school education that attempted to "normalize" the student body and a middle school education at a school exclusively for gifted students.
What I saw was a film that dealt with the issue of what's best for a highly gifted child in a more nuanced way than I expected, raising as many questions as answers. I had heard that the film comes down on the side of bringing down gifted students rather than educating them to their full potential. Though that's the opinion of Mary's Uncle Frank at the beginning of the film, I did not understand the film to share that belief, and Frank himself changes his opinion along his journey. So despite being primed to dislike the film, I surprisingly found myself enjoying it. And after the credits rolled, I couldn't stop thinking about it. But one particular point bothers me immensely.
On one hand, it's an emotionally manipulative film (I don't consider that necessarily a negative -- the entire purpose of books and movies is usually to manipulate the emotions of the reader and viewer; this film just does that to an extreme and happens to use a subject about which I feel passionately to do it) that turns into a story about a custody battle and family. In that sense, I found the film highly entertaining, engaging, and full of strong acting performances and directorial choices that made me feel emotionally invested. As a story about this particular family, the film is extremely enjoyable, even if the little girl playing seven-year-old Mary does have three layers of mascara distractingly caked on (because apparently the makeup department and director think that in order for a seven-year-old to look precociously mature she must wear makeup?).
But on another level, the film also seems to make a statement about education at a school for gifted children -- one that centers around the word "normal." The film repeatedly refers to Mary as not normal, and her uncle quickly dismisses the idea of sending Mary to a school for gifted children because he says it would reinforce to her that she's not normal and would deprive her of a normal childhood. When rejecting a scholarship for Mary to the school for gifted children early in the film, her Uncle Frank says, "The last thing [she] needs is reinforcement that she's different." Though Frank's views evolve throughout the film, the subject of education at a school for gifted children is never revisited, and the film seems to support the notion that gifted schools are not "normal." And of course "normal" = good.
Normal. Great. Let's give everyone a normal childhood. I have no problem with that.
But wait. What is "normal"? Does everyone require the same surroundings and education to achieve "normalcy”? Do we believe we need to force all students at every level to come out the same in order for them to be "normal," or do we agree that children have unique skills and different levels of ability that span the entire spectrum and therefore that children have different educational needs in order for them to develop at their own "normal"?
In reality, in my experience, a gifted school does not reinforce the notion that a gifted student is "different" but rather provides an environment to reinforce the fact that the student is normal, even if their "normal" isn't the same as everyone else's. Instead of mocking the difference or trying to ignore it or put it down or hide it or eliminate it, a gifted school simply accepts it and moves forward to develop the student's potential. No matter how many standard deviations away from "average" a student is, in whichever direction, no student should be made to feel "weird" or like there's something wrong with them for their intellectual ability. It is the very same environment relative to the student that we would seek for all students at every level of learning, to the best degree possible.
What the film fails to show is the many abnormal effects that in reality frequently result from gifted students being forced into an education system that is unprepared to challenge them in such a way that they can properly develop socially, emotionally, and intellectually. In fact, many of those effects provide exactly the reinforcement that the student is "different" that Mary's uncle is trying to avoid. I personally experienced or saw many of these negative effects at my lower school. Even at the time, I realized that there is nothing "normal" about a young child learning that they can't raise their hand every time they know the answer to a question without other students looking at them weirdly and making fun of them. That has the abnormal effect of teaching the child to be quiet and withdrawn and teaches them to pretend they don't know things they do. There is certainly nothing "normal" about teachers mocking a student in class and to other teachers and parents because the student raises their hand too much and asks innocent questions that go beyond a teacher's ability to answer and make the teacher feel uncomfortable around the student. There is nothing "normal" about an eight-year-old knowing his teacher is wrong and getting in trouble for naively correcting her. (Mary comments cutely at one point in the film that she has been instructed by her uncle not to correct adults because "no one likes a smart-ass." In reality, she probably wouldn't have learned this lesson through her uncle telling her. She would have learned that lesson through it happening at school. And it wouldn't have been a pleasant, cute lesson to learn.) There is nothing "normal" about a student being pulled from math class for private tutoring, resulting in weird looks from other kids and being further made fun of and separated as "weird." In reality, gifted students in "normal" schools frequently wind up ostracized, labeled nerds, bullied, forced into a shyness that is the only alternative to being mocked, left to their own devices to challenge themselves (not all of which are necessarily constructive), forced to hide their intelligence, and unable to develop normal social skills with either children their own age or adults.
And I'll be honest -- that doesn't make for a very fun time at school. And it certainly didn't make me feel normal.
Students exist all over the spectrum of ability, and that's okay. Regardless of where they are on that spectrum, children need to learn acceptance of others' unique qualities, they need to be led by teachers who model that acceptance, and they need to receive encouragement to strive for their best. Every child deserves to be challenged in such a way that they can be themselves and grow -- socially, intellectually, and emotionally -- at the rate appropriate to their individual intellect. What constitutes "normal" is therefore relative to each child. When I transferred to a gifted school for middle school -- the type of school that Mary's uncle resists her going to because he wants her to have a "normal" childhood -- it was the most "normal" I had ever felt in school. We were all in the same boat, and I was just another child like everyone else. I realized that some people have special gifts in particular areas but special challenges in others. I had friends who were amazing at math but a bit troubled at effective writing. Yet no one looked at me or any other fellow student as odd or funny; no one paired me up with another student so I could help them catch up rather than learning more myself as if my knowledge were bad and something that had to be corrected; no one discouraged us from raising our hands as much as possible. Kids didn't make fun of me. Teachers didn't make fun of me. I talked and talked and talked instead of keeping it all bottled up for fear of saying something that someone would laugh at, and I had true friends -- other than my teachers -- for the first time in years. It was a school just like any school, with art class and music class and gym class, where we laughed and ran and squealed as kids should, but it was one that allowed us all to just be "normal." And it therefore gave us the freedom to develop normal social skills that prepared us for something other than the "nerd" table in life. Because there's no such thing as "nerds" at a gifted school. There's just "normal."
I went into the film knowing I'd probably have strong reactions to it, since I had heard that it explores how to "best" educate a gifted child -- a subject about which I feel strongly, having experienced both an elementary school education that attempted to "normalize" the student body and a middle school education at a school exclusively for gifted students.
What I saw was a film that dealt with the issue of what's best for a highly gifted child in a more nuanced way than I expected, raising as many questions as answers. I had heard that the film comes down on the side of bringing down gifted students rather than educating them to their full potential. Though that's the opinion of Mary's Uncle Frank at the beginning of the film, I did not understand the film to share that belief, and Frank himself changes his opinion along his journey. So despite being primed to dislike the film, I surprisingly found myself enjoying it. And after the credits rolled, I couldn't stop thinking about it. But one particular point bothers me immensely.
On one hand, it's an emotionally manipulative film (I don't consider that necessarily a negative -- the entire purpose of books and movies is usually to manipulate the emotions of the reader and viewer; this film just does that to an extreme and happens to use a subject about which I feel passionately to do it) that turns into a story about a custody battle and family. In that sense, I found the film highly entertaining, engaging, and full of strong acting performances and directorial choices that made me feel emotionally invested. As a story about this particular family, the film is extremely enjoyable, even if the little girl playing seven-year-old Mary does have three layers of mascara distractingly caked on (because apparently the makeup department and director think that in order for a seven-year-old to look precociously mature she must wear makeup?).
But on another level, the film also seems to make a statement about education at a school for gifted children -- one that centers around the word "normal." The film repeatedly refers to Mary as not normal, and her uncle quickly dismisses the idea of sending Mary to a school for gifted children because he says it would reinforce to her that she's not normal and would deprive her of a normal childhood. When rejecting a scholarship for Mary to the school for gifted children early in the film, her Uncle Frank says, "The last thing [she] needs is reinforcement that she's different." Though Frank's views evolve throughout the film, the subject of education at a school for gifted children is never revisited, and the film seems to support the notion that gifted schools are not "normal." And of course "normal" = good.
Normal. Great. Let's give everyone a normal childhood. I have no problem with that.
But wait. What is "normal"? Does everyone require the same surroundings and education to achieve "normalcy”? Do we believe we need to force all students at every level to come out the same in order for them to be "normal," or do we agree that children have unique skills and different levels of ability that span the entire spectrum and therefore that children have different educational needs in order for them to develop at their own "normal"?
In reality, in my experience, a gifted school does not reinforce the notion that a gifted student is "different" but rather provides an environment to reinforce the fact that the student is normal, even if their "normal" isn't the same as everyone else's. Instead of mocking the difference or trying to ignore it or put it down or hide it or eliminate it, a gifted school simply accepts it and moves forward to develop the student's potential. No matter how many standard deviations away from "average" a student is, in whichever direction, no student should be made to feel "weird" or like there's something wrong with them for their intellectual ability. It is the very same environment relative to the student that we would seek for all students at every level of learning, to the best degree possible.
What the film fails to show is the many abnormal effects that in reality frequently result from gifted students being forced into an education system that is unprepared to challenge them in such a way that they can properly develop socially, emotionally, and intellectually. In fact, many of those effects provide exactly the reinforcement that the student is "different" that Mary's uncle is trying to avoid. I personally experienced or saw many of these negative effects at my lower school. Even at the time, I realized that there is nothing "normal" about a young child learning that they can't raise their hand every time they know the answer to a question without other students looking at them weirdly and making fun of them. That has the abnormal effect of teaching the child to be quiet and withdrawn and teaches them to pretend they don't know things they do. There is certainly nothing "normal" about teachers mocking a student in class and to other teachers and parents because the student raises their hand too much and asks innocent questions that go beyond a teacher's ability to answer and make the teacher feel uncomfortable around the student. There is nothing "normal" about an eight-year-old knowing his teacher is wrong and getting in trouble for naively correcting her. (Mary comments cutely at one point in the film that she has been instructed by her uncle not to correct adults because "no one likes a smart-ass." In reality, she probably wouldn't have learned this lesson through her uncle telling her. She would have learned that lesson through it happening at school. And it wouldn't have been a pleasant, cute lesson to learn.) There is nothing "normal" about a student being pulled from math class for private tutoring, resulting in weird looks from other kids and being further made fun of and separated as "weird." In reality, gifted students in "normal" schools frequently wind up ostracized, labeled nerds, bullied, forced into a shyness that is the only alternative to being mocked, left to their own devices to challenge themselves (not all of which are necessarily constructive), forced to hide their intelligence, and unable to develop normal social skills with either children their own age or adults.
And I'll be honest -- that doesn't make for a very fun time at school. And it certainly didn't make me feel normal.
Students exist all over the spectrum of ability, and that's okay. Regardless of where they are on that spectrum, children need to learn acceptance of others' unique qualities, they need to be led by teachers who model that acceptance, and they need to receive encouragement to strive for their best. Every child deserves to be challenged in such a way that they can be themselves and grow -- socially, intellectually, and emotionally -- at the rate appropriate to their individual intellect. What constitutes "normal" is therefore relative to each child. When I transferred to a gifted school for middle school -- the type of school that Mary's uncle resists her going to because he wants her to have a "normal" childhood -- it was the most "normal" I had ever felt in school. We were all in the same boat, and I was just another child like everyone else. I realized that some people have special gifts in particular areas but special challenges in others. I had friends who were amazing at math but a bit troubled at effective writing. Yet no one looked at me or any other fellow student as odd or funny; no one paired me up with another student so I could help them catch up rather than learning more myself as if my knowledge were bad and something that had to be corrected; no one discouraged us from raising our hands as much as possible. Kids didn't make fun of me. Teachers didn't make fun of me. I talked and talked and talked instead of keeping it all bottled up for fear of saying something that someone would laugh at, and I had true friends -- other than my teachers -- for the first time in years. It was a school just like any school, with art class and music class and gym class, where we laughed and ran and squealed as kids should, but it was one that allowed us all to just be "normal." And it therefore gave us the freedom to develop normal social skills that prepared us for something other than the "nerd" table in life. Because there's no such thing as "nerds" at a gifted school. There's just "normal."













