The Nature of Genius
The second article is about the essence of genius. There are seven paragraphs in the article, which respectively introduce the source and meaning of the word genius, people's misunderstanding of genius, previous research on genius and the existing defects, the reason for becoming a genius, the essence of genius, the cost of becoming a genius, and what kind of attitude we should take towards genius. The following is the translation of each paragraph.
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The essence of genius in Cambridge IELTS 8 test 3 passage
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Paragraph 1
There has always been an interest in geniuses and prodigies. The word ‘genius’, from the Latin gens (= family) and the term ‘genius’, meaning ‘begetter’, comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person’s characteristics and thence an individual’s highest attributes derived from his ‘genius’ or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
People have always been interested in geniuses and prodigies. The word "genius" comes from the Latin words "gender" (=family) and "genius" (meaning "having children"). It comes from the early Roman worship of the deity of the head of a family. Genius was first related to the ability of the head of a family to make himself immortal. Gradually, genius began to represent a person's characteristics. Therefore, a person's highest attribute comes from his "genius" or guiding spirit. Today, people are still looking for stars or genes, astrology or genetics, in order to find the source of outstanding ability or personal characteristics.
Paragraph 2
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there’s a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don’t need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as ‘highbrow’, ‘egghead’, ‘blue-stocking’, ‘wiseacre’, ‘know-all’, ‘boffin’ and, for many, ‘intellectual’ is a term of denigration.
The concept of genius and talent has become part of our folk culture. People's attitudes towards them are also contradictory. We envy talented people and distrust them. In the myth of genius, people generally believe that if people are talented in one field, they must have defects in another. Intellectuals are unrealistic. Geniuses burn out prematurely and use up their energy. People with talent are eccentric and weak. The boundary between genius and madness is narrow. Genius is inherited in the family, People with talent are so smart that they don't need special help. Having talent is the same as having a high IQ. Some races are smarter than others, or have more advantages in music or mathematics. Geniuses are not recognized and hard to get rewards. Adversity makes people smart, or people with talent have the responsibility to use them. These languages are full of such words as "arrogant", "fool", "breaking the rules", "self righteous", "omniscient", and "bookworm". For many people, "intelligence" is a derogatory term.
Paragraph 3
The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, this article is from Laokaoya website, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc. , we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.
In the 19th century, people became very interested in the essence of genius, and many studies on famous prodigies were conducted. Perhaps for us today, the two most important aspects of these genius studies are: the early encouragement and teaching of parents and tutors have a beneficial impact on children's intelligence, art or music development, but it has caused great difficulties for children to adapt to the frequency of future life; And how often the ability is not recognized by teachers and schools. However, although these studies are fascinating in collecting anecdotes, similarities and exceptions, the flaw of the evidence they provide is that they are not the normative references that we recognize today. In other words, for example, when sorting out information about early diseases, parenting methods, schooling, etc., we must also consider information from other historical data to explain how common or special they were at that time. For example, infant mortality is very high, life expectancy is much shorter than today, remedial education is common in aristocratic families, and bullying and corporal punishment are very common in the best private schools. And in most cases, the cases they study come from the privileged class. With the development of pediatrics and psychology in the twentieth century, research can be carried out on a more objective basis, even if it is still not very scientific.
Paragraph 4
Geniuses, however, they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson’s observation, ‘The true genius is a mind of large general powers, accidentally determined to some particular direction’. We may disagree with the ‘general’, for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
Genius, no matter how they are defined, is just a mountain that stands out in the mist of history. They can be seen from the perspective of characteristics by the observers of characteristics. Change the observer and observation position, remove some mist, and then many different peaks will appear. Genius is a term that we use to describe those who are recognized for their outstanding achievements, or who stand at the limit of human capabilities. There are still many reasons for Dr. Samuel Johnson's observation: "A real genius has outstanding universal abilities and unintentionally determines a specific direction". We may disagree with "universal", because we doubt whether all talented musicians can become gifted scientists, and vice versa. But there is no doubt that accidental decisions make their talents enter the channel to successfully exert their abilities. Thousands of talented men and women, boys and girls are distributed on the spectrum of abilities.
Paragraph 5
What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supr emacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.
The works of genius or the achievements of child prodigies that we appreciate, like or marvel at are the reflection of their skills or abilities, which are similar to our own but superior. However, the hard won discoveries of scientists like Kepler or Einstein have become common sense of students, while the once heinous shapes and colors of artists like Paul Kerry soon appear on the clothes we wear, which proves that their ideas are no different from ours. But this should not impair the supremacy of their achievements. They surpass us, just as runners who can run within 4 minutes surpass our jogging speed.
Paragraph 6
To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.
Only when we admit that everyone's brain has unique differences, it is reasonable to regard genius as a person with a unique brain. The purpose of this statement is to make us more different from each other. In the process of receiving education, we can learn from the achievements of those who are more talented than us. However, before we try to imitate genius or encourage our children to do so, we should be aware that some of the things we learn from them may be unpleasant. We may envy their achievements and reputation, but we should also recognize the price they pay in the following aspects: perseverance, dedication, dedication, moderation of personal life, demands for energy and time. We must always show great courage to maintain their integrity, or reach the peak of success.
Paragraph 7
Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.
Genius and genius are relatively descriptive terms with little substance. At best, we can only give them some precision by defining them and putting them in context, but no matter what we do, we should not deceive ourselves into believing that gifted children or geniuses are different from other human beings, unless they have shown their abilities in some way.
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