Pioneer 10 anomaly and Ainan's explanation

Pioneer 10 is a space probe, launched in 1972, and is now at the outer edge of the solar system. Unfortunately, it is not where it should be. It has been experiencing an unknown force yielding an acceleration of approximately one nanometre per second per second. I mentioned this to Ainan the other day and his immediate response was: : "Photon pressure from the sun is making it accelerate."

Now that is a very reasonable suggestion and is one that has been considered. There is a complication however - when I told him about the situation, I did not know that the acceleration was sunward. Yet, given the information he knew, Ainan's suggestion is most reasonable.

In fact, Ainan's suggestion is one that has been considered by professional scientists - and rejected, along with all the other possible suggestions. It remains an unsolved problem.

What is interesting, however, is that Ainan is very quick to arrive at an explanation, from known science, to problems suggested to him: it shows that not only is he able to learn science quickly, but apply it to new situations too. He is also able to invent new situations and new science - but I have to keep that private for I am unable to protect his ideas if I discuss them here.

(If you would like to read more about Ainan Celeste Cawley, a scientific child prodigy, aged seven years and three weeks, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Public reactions to prodigy

Yesterday, I took a bus ride to town, with my son, Ainan Celeste Cawley, a scientific child prodigy. For the first part of the journey, he talked science - a non-stop stream of scientific ideas, observations and possibilities. He is only seven years and three weeks old and of quite a slight build. I, however, could never be accused of a slight build and so, beside me, he looked rather diminutive. As he talked, I would nod at appropriate moments to show that I listened - and he would just patter on. I noted that the Chinese young man opposite and his girlfriend, had soon lost interest in each other and had begun to listen to my son. They commented to each other in their own tongue, and though I couldn't understand Mandarin, their gaze told me their subject: Ainan.

Ainan then asked me for a piece of paper and a pen. Thinking he might need one, I had prepared myself by bringing some. He took the pen and paper, offered, and turned away from the couple opposite and set the paper against the seat back and began to write.

If I was easily embarrassed, I might have been prone to cringe at that point for the title of his page, in large letters was: "Poisons that I know." In this terrorist afflicted age, what would my fellow passengers think of me, as a father, him as a son?

Ainan then proceeded to write a long list of poisonous substances. What was interesting about this is that he wrote them in alphabetical order from beginning to end: so he sorted them first in his mind, before beginning to write.

I looked up from Ainan's work and saw every eye within range was staring at Ainan and his writing. The young man opposite wore glasses and, with the resultant visual sharpness, was clearly able to read what Ainan was writing. He stared incessantly. So, too, did about half a dozen others. Ainan, oblivious to this, wrote on: chemical name, after chemical name - names that even I had not heard of, in some instances.

What was interesting about the onlookers is that none of them stared at me. I am living in Singapore where the Caucasian is a rare breed. Very few Caucasians ever use buses. One would expect them, therefore, to be interested in me, in my presence in their Chinese/Malay/Indian midst - but no, it was my son who drew their eyes. He did not speak loudly, did not shout his presence to the bus. He simply sat, reversed, in his seat and wrote chemical names on a piece of paper. No-one spoke. Everyone stared. It was as if, beside me, there sat a film star, so intent were they on Ainan.

The combination of Ainan's scientific conversation, followed by his chemical inscriptions had silenced everyone nearby and given them a unified focus of attention: him.

I have become so used to Ainan's ways that I no longer consider them unusual. To be confronted by such a public reaction of amazement, therefore, was something of a surprise - for it made it most clear to me how others perceive such scientific abilities in one so young. They were all, without exception, absolutely stunned.

He pulled the same trick on the bus back - so it wasn't the particular individuals on the first bus who were unique in their reaction - for all the people who sat near him, both ways, had the same reaction.

(If you would like to read more about Ainan Celeste Cawley, seven years and three weeks old, a scientific child prodigy, then please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write about his gifted brothers, child prodigy, child genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

What is a genius? Is IQ enough?

A reader, from India, some time ago, searched for: "Is high IQ enough for genius?" on Google. I have given answers to this spread throughout my blog, but not answered it directly in one post.

Is high IQ enough for genius? The short answer is no. A high IQ does not mean one is a genius - although the term is often used to describe those who possess a high IQ. This is incorrect. A true genius is not merely the possessor of a high IQ, but the owner of a unique type of mind. A genius is one who can create something utterly new. A genius can learn what everyone else learns, but then see in it what no-one else saw. A genius is one who can not only work well with the thoughts of others, but who actually has thoughts no-one has ever had before. A genius is one who does not recreate the work of others, as is so often required in academic work - but actually creates work unlike anything that has gone before. A genius has the power to change the world in a very fundamental way - to revolutionize an area of human thought. How much impact a genius has depends on the area of thought they choose to work with. A genius might compose music that has never been heard before; a genius might write books unlike any before written; a genius might think of a new scientific theory that explains the previously unexplained; a genius might draw and paint in a way that has never before been done and found a new "ism". A genius can work in, and change any area of human life. The key thing to remember about genius is that they create - they don't imitate, they don't recreate, they create. This is the important factor that distinguishes a genius from someone who simply has a high IQ. Many high IQ types are exceptionally good at working with the pre-existing knowledge base of Humanity and reasoning within it. In so doing, however, there is never a need to actually create. Their type of thought process involves recreation of the work of others, use of the work of others, application of pre-existing techniques. No matter how accomplished one is at these tasks, it can never amount to true genius - although it can be very impressive. Sometimes people can be astounded at the speed and difficulty of problems that those with the highest IQs can solve. Yet, in not actually adding anything new to the sum total of human knowledge, these processes do not amount to genius. They amount to "intelligence". Intelligence and genius are not the same thing. A genius is usually highly intelligent - but the highly intelligent are usually not geniuses.

True genius is very rare. To see how rare, one need only look back at the past. How many names in history are known to you? Think of the people of science, art, music, literature and philosophy that you know. In any era, only a small number of people will have distinguished themselves enough to be known to you. These will tend to be the geniuses of their era. They are so very few in comparison to the number of able people, intelligent people who lived in their times. A few minutes of reflection on this exercise will tell you how rare actual genius truly is. Genius is not best served by the exaggeration of its occurrence caused by the confusion between IQ and genius. High IQ is not genius. High IQ is only one tool that a genius may use in their productive work - but that tool, on its own, does nothing new and cannot, therefore, be called genius. The mislabelling of high IQ people as "geniuses" has led to a world in which genius is devalued - for it seems to be more common than it is. Genius is rare, very rare.

So, in answer to my reader, from India: a high IQ does not mean your child is a genius, but then it does not mean that your child is not a genius. A high IQ means your child has one of the attributes commonly found in genius - but also, more commonly found in people who never demonstrate genius. A high IQ is something useful in itself - for solving problems and analyzing the world, but is not the fount of genius. Genius remains a rare and in some way mysterious human attribute.

If your child has a high IQ and they create profusely material that is new and cannot be said to derive from the work of others, then they may have the makings of a genius, in them.

So, look not to the IQ as a marker for genius - but to creative activity. A genius is more likely to come from a highly creative child, than from a high IQ child.

Good luck on raising your gifted children.

(If you would like to read about my scientific child prodigy son, Ainan Celeste Cawley, seven years and three weeks old, then please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Gifted child and prodigy: a difference

One of my readers arrived on my page, with a question in mind, today. What is the difference between a gifted child and a prodigy? (These were his search terms, on Google.) An answer to this question is implicit throughout many posts, but may not have been explicitly stated, so I will make a statement here.

"Gifted child" is a broad term that would include all types of intellectually well-endowed children: it is an umbrella term (though it may exclude savant, even though one could argue that they show a type of giftedness, too, because savant is normally associated with varying degrees of disability, too and, therefore, invokes another category). A gifted child can be expected to learn faster than other children, have more varied interests, have greater depth of feeling and generally be more than other children. Such a child may or may not do well at school, depending on attitude and whether the child values the school experience - but they definitely have the capacity to do very well in school, should they so wish. This must be realized because sometimes a child is gifted, but not performing well academically (the opposite happens, too - for hard work can often make up for deficit of gift, in the limited sense of passing an exam, though probably not in a more general sense of life itself, where real intellect is often required, too.)

A gifted child is clearly intellectually superior to a typical child of their own age, and may be able to handle materials which are somewhat more complex than is usual for their age mates. A gifted child, however, is not comparable to an adult, in terms of performance.

A child prodigy, however, is a different matter altogether. A child prodigy is a special subset of the gifted child grouping - so a prodigy is "gifted" too - but a prodigy shows characteristics which are unusual even for a gifted child. One of the defining characteristics of a prodigy is that they should show adult capability in an adult domain by the age of 11. This means that, by this age, they should perform as well as an adult professional in their field. Some will perform better than an adult professional. They may show a quicker mind, a better memory, deeper knowledge than an adult, those prodigies who are also geniuses (that is prodigies who are also creative, like my son, Ainan) may show greater creative capacity than is typical for an adult professional in their field - though such a prodigy would also actually have to be classified as a young genius.

Child prodigy is so much more capable than is expected for even a gifted child, at a given age, that it is pretty easy to identify. If my experience is anything to go by, I would think a prodigy would be evident after a short conversation of a technical nature, in whatever subject is the prodigy's focus. In a simple way of thinking about it, a prodigy is rather like an adult mind in a child's body. A child prodigy shares with the gifted child (usually) high intelligence, deep feeling, and ease of learning. Where they differ, however, is the precociousness of accomplishment, in any particular adult domain. A child prodigy will reach an adult standard in their field while still a child, a "gifted child" will not. Quite a few such prodigies go on to become adult geniuses too.

I hope that helps my Canadian reader who made that search, and the others who have made similar searches over the past couple of months. Thanks.

(If you would like to read about my scientific child prodigy son, Ainan Celeste Cawley, seven years and two weeks old, or his gifted brothers, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Search engine traffic: advice

Many people arrive on my site about child prodigy, from search engines. I can see this in the records of visitors. Many visitors are searching for answers to questions which are definitely to be found in posts on my site. However, I notice that some search engines, such as Google, seem to direct incoming visitors to my head page, irrespective of which posting is actually the relevant one. This presents a problem. The visitor may think that the search engine was in error. In fact, the search engine was right, in all cases that I have read: a very relevant post exists on my site, to all of your questions - that is which the search engines have directed you to my site.

This site covers child prodigy, child genius, savant, adult genius, the creatively gifted, gifted adults and gifted children. It looks specifically at my scientific child prodigy son, Ainan Celeste Cawley, seven years and two weeks, and his gifted brothers.

You are on the right site for any question regarding these matters...so be patient and have a closer look and you will find your answer.

To see a list of all major postings on this site, and be guided to the page relevant to your query please visit: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html Thanks.

The importance of play for children

In browsing on the internet, I have come across several sites that list incredibly packed timetables for children. I found these really surprising. You see, I never make a timetable for my children: I let them, largely speaking, do as they please.

My toddler, Tiarnan, ten months investigates every nook and cranny of our house. Fintan plays with his brothers and his toys. Ainan chooses either to play with them, or to indulge himself in mental games: drawing molecules, inventing reactions, writing little books, inventing devices. For Ainan this is play - it is what he chooses to do. Never did I require of him that he do these things. He spontaneously does these things of his own accord. The idea that one might timetable a day packed with intellectual activities for one's children is a strange one to me - for it takes away the fun of discovery. Children are able to discover their interests and their world, by themselves, if you let them. From what I have seen in my children, their gifts and talents will emerge naturally as they engage with the world.

(If you would like to read more of my gifted children, Ainan Celeste Cawley, a scientific child prodigy, Fintan, three, or Tiarnan, a baby, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-blogspot.html I also write of gifted education, intelligence, IQ, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

At no stage did either of Ainan's parents sit down and say: "You are going to be scientist...here, do this." He naturally chose to do things that lead us to observe that he IS a scientist. All that Ainan is, is emerging naturally from Ainan. I don't think that any other way would be anything but forced and false, resulting in a child at odd's with its own essential nature.

The child knows what the child is: let the child become that, then.

(If you would like to read more of my scientific child prodigy son, Ainan Celeste Cawley and his gifted brothers, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, savant, the creatively gifted, adult genius, gifted adults and gifted children in general. Thanks)

Words of Warning: sense of danger

Tiarnan Hasyl Cawley is a ten month old baby. Yesterday, while he was standing safely in the basement carpark of our apartment and his brothers were playing on the road adjacent to it, he noted the coming of a car, on their road.

"Car!" he shouted, in warning, his head turning to where the boys would be, if only he could see them, up the stairs in the way. "Car!" he shouted, again. "Car!"

Tiarnan understood that the car was dangerous to the boys and that they needed to be warned. It was inspiring to see him understand this - but also touching, for his first thought was for his brothers' safety.

It shows a certain complexity of thinking, that he should understand the situation - for it meant that he was able to put himself in the shoes of his brothers. Tiarnan was not on the road. Tiarnan was not in danger - but his brothers WERE on the road and WERE in danger. That he understood this, meant that he was able to take their perspective - and did so pretty quickly. This shows a great awareness of what is going on around him - and an understanding of it.

(If you would like to read about Tiarnan's gifted brothers, including Ainan Celeste Cawley, a scientific child prodigy, aged seven years and two weeks, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Tiarnan tells daddy what to do

On the 5th of December 2006, I roared at Tiarnan, like a lion. He has been known to roar back. This time he did something different. He looked at me, and, in his little high voice said: "Don't do that!"

It was funny to hear him assert himself, so clearly. It is marvellous to see his personality solidify and grow stronger. He is becoming a little man on little feet, with his own opinion on matters - and willing to express it when he can.

For those who are not familiar with babies, they usually do not use three word sentences until the age of 23 months (this is the average point). So, Tiarnan's use of them, these past few months, is rather unusual. Tiarnan Hasyl Cawley is now ten months old.

(If you would like to read about Tiarnan's gifted brothers, including Ainan Celeste Cawley, a scientific child prodigy, aged seven years and two weeks, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)