Mysteries of the Universe: Gifted Branch Officers.

Why are Singapore's Gifted Branch officers so dumb?

This struck me as being one of the deeper mysteries of the Universe. All of the Gifted Branch Officers we encountered, in Singapore, were clearly not gifted themselves. They struck me as being a bit dumb. So, how on Earth were these intellectually shallow people expected to understand, guide and nurture people who surpassed themselves? It was dumb. I would not have hired any of them. The fact that they were does suggest that the entire system is managed by people too dumb to understand the issues surrounding giftedness, with any real, personal insight.

Singapore clearly has a talent shortage in its educational hierarchy. One just has to look at the calibre of Gifted Branch officers to realize that. They have no real understanding of giftedness at all.

Posted by Valentine Cawley

(If you would like to support my continued writing of this blog and my ongoing campaign to raise awareness about giftedness and all issues pertaining to it, please donate, by clicking on the gold button to the left of the page.

To read about my fundraising campaign, please go to: http://scientific-child-prodigy.blogspot.com/2011/01/fundraising-drive-in-support-of-my.html and here: http://scientific-child-prodigy.blogspot.com/2011/01/fundraising-drive-first-donation.html

If you would like to read any of our scientific research papers, there are links to some of them, here: http://scientific-child-prodigy.blogspot.com/2011/02/research-papers-by-valentine-cawley-and.html

If you would like to see an online summary of my academic achievements to date, please go here: http://www.getcited.org/mbrz/11136175To learn more of Ainan Celeste Cawley, 10, or his gifted brothers, Fintan, 7 and Tiarnan, 5, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html

I also write of gifted education, child prodigy, child genius, adult genius, savant, megasavant, HELP University College, the Irish, the Malays, Singapore, Malaysia, IQ, intelligence and creativity.

There is a review of my blog, on the respected The Kindle Report here:http://thekindlereport.blogspot.com/2010/09/boy-who-knew-too-much-child-prodigy.html

Please have a read, if you would like a critic's view of this blog. Thanks.

You can get my blog on your Kindle, for easy reading, wherever you are, by going to: http://www.amazon.com/Boy-Who-Knew-Too-Much/dp/B0042P5LEE/ref=sr_1_1?ie=UTF8&m=AG56TWVU5XWC2&s=digital-text&qid=1284603792&sr=8-1

Please let all your fellow Kindlers know about my blog availability - and if you know my blog well enough, please be so kind as to write a thoughtful review of what you like about it. Thanks.

My Internet Movie Database listing is at:http://imdb.com/name/nm3438598/

Ainan's IMDB listing is at http://imdb.com/name/nm3305973/

Syahidah's IMDB listing is at http://imdb.com/name/nm3463926/

Our editing, proofreading and copywriting company, Genghis Can, is athttp://www.genghiscan.com/This blog is copyright Valentine Cawley. Unauthorized duplication is prohibited. Use only with permission. Thank you.) 

Singapore’s mentally destructive education system.

A few weeks ago, my son Ainan was clearly in reverie. He looked up at me, then, a question in his eyes.

“Can doing nothing for a long period hurt your brain?”

“ Yes.”

“ Then Singapore hurt my brain...for years I would get up early, go to a building, do nothing all day and come home late with no time to do anything else.”

I had to agree. Singapore had forced Ainan to go to Primary school, even though he had mastered O level standard work, already. It was a stupid act, of a stupid education system, guided by stupid people. They just wouldn’t let us home school him, despite us asking repeatedly. They seemed to feel a need to control his growing mind, to not let it be free to grow as we would guide it. Finally, of course, we escaped Singapore altogether. Our answer to their not giving us permission to home school him, was to emigrate from the country altogether.

What Singapore has never learnt, and probably never shall learn, is that you cannot constrict the people. You cannot force them into boxes in which they don’t belong. Any attempt to do so, will result in those people leaving the country. Singapore’s education system seems to have a wish to limit its children in certain ways, and constrain them into certain conventional, preordained categories of function. Anything which exceeds those norms, is not handled well – despite the existence of the “Gifted Branch”, of the Ministry of Education.

For several years, Singapore prevented Ainan’s mental growth, by placing him in a situation in which there was nothing to learn, quite literally nothing to learn. Primary school had nothing to offer Ainan – for he had already mastered its content, before he had even joined it. It was a complete waste of time. Ainan found it completely mind numbing. He was beyond bored in his Primary school. The only respite was the chance to play with his friends. Other than that, the school had nothing to offer him at all. It was completely switching his mind off. Yet, the system would not let us free him of it. They forced him to be there against his will and against his best interests. They were interested, it seemed, primarily in two things: control and observation. The Gifted Branch had a huge file on Ainan containing reports which had come from everyone in the education system who had contact with him. Thus, his school was not a school at all. It was an observation chamber, a surveillance system – a means to monitor this unusual young child – for what reasons, was never declared. They were not there however, and were never there, to actually help him grow intellectually. They were there, it seemed at times, to hamper him, in every way they could. They could not have behaved more obstructively had they been specifically instructed to obstruct him – which perhaps they had, given some of the things they did, which did not make any sense, unless their purposes were obstructive.

Singapore is a place for the average person. If a child is born, on that tiny island, who surpasses intellectual norms, in any significant way, they are likely to find the system less than completely understanding of the situation. Singapore did its best to frustrate Ainan’s development, in any way it could. The only significant provisions we secured for him, were arranged by ourselves and not by the “Gifted Branch”. Had we done nothing and let the system take care of Ainan, they would have completely destroyed his developing mind – for as Ainan suspected, doing nothing harms the mind.

We saved Ainan from Singapore’s mandated destruction, by resisting the system and making our own arrangements. Life has turned out well for him, as a result. He is enjoying his courses at Taylor’s University and is learning many different things. We managed to secure him what he needed – but we did so only by escaping a system that was determined to do as little as possible for him.

Singapore doesn’t make great people. Singapore breaks great people. Great people threaten the essential mediocrity of the “system”. So the system does it best to thwart them. That, at least, is the impression of its purpose, operation and intent that we garnered, from our exposure to the “Gifted Branch”.

As I once asked a Gifted Branch officer, who was denying our requests for practical chemistry classes for Ainan. “What is the Gifted Branch for?”

She had no answer, but just sat in silence.

I asked the question again: “What is the Gifted Branch for?”

She didn’t answer me.

From our experience with them, I very much doubt that the true intent of the Gifted Branch is to nurture its gifted children to its best ability. However, the thick file they had on Ainan does indicate that another purpose seems more likely. The Gifted Branch appears to wish to monitor the gifted children, in Singapore...to keep tabs on them. So, if you want your child monitored, on a daily basis, by every educator they encounter, please contact the Gifted Branch, and become involved with them. If, however, you want your child to grow up free of total surveillance...have nothing to do with them, at all. You are not losing anything, because the Gifted Branch interventions are worthless, in our experience. All they will do is frustrate you in every way they can.

If you have a truly gifted child, Singapore will not provide for them. You will have to go elsewhere. Like we did...so, do so.

Posted by Valentine Cawley

(If you would like to support my continued writing of this blog and my ongoing campaign to raise awareness about giftedness and all issues pertaining to it, please donate, by clicking on the gold button to the left of the page.

To read about my fundraising campaign, please go to: http://scientific-child-prodigy.blogspot.com/2011/01/fundraising-drive-in-support-of-my.html and here: http://scientific-child-prodigy.blogspot.com/2011/01/fundraising-drive-first-donation.html

If you would like to read any of our scientific research papers, there are links to some of them, here: http://scientific-child-prodigy.blogspot.com/2011/02/research-papers-by-valentine-cawley-and.html

If you would like to see an online summary of my academic achievements to date, please go here: http://www.getcited.org/mbrz/11136175To learn more of Ainan Celeste Cawley, 10, or his gifted brothers, Fintan, 7 and Tiarnan, 5, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html

I also write of gifted education, child prodigy, child genius, adult genius, savant, megasavant, HELP University College, the Irish, the Malays, Singapore, Malaysia, IQ, intelligence and creativity.

There is a review of my blog, on the respected The Kindle Report here:http://thekindlereport.blogspot.com/2010/09/boy-who-knew-too-much-child-prodigy.html

Please have a read, if you would like a critic's view of this blog. Thanks.

You can get my blog on your Kindle, for easy reading, wherever you are, by going to: http://www.amazon.com/Boy-Who-Knew-Too-Much/dp/B0042P5LEE/ref=sr_1_1?ie=UTF8&m=AG56TWVU5XWC2&s=digital-text&qid=1284603792&sr=8-1

Please let all your fellow Kindlers know about my blog availability - and if you know my blog well enough, please be so kind as to write a thoughtful review of what you like about it. Thanks.

My Internet Movie Database listing is at:http://imdb.com/name/nm3438598/

Ainan's IMDB listing is at http://imdb.com/name/nm3305973/

Syahidah's IMDB listing is at http://imdb.com/name/nm3463926/

Our editing, proofreading and copywriting company, Genghis Can, is athttp://www.genghiscan.com/This blog is copyright Valentine Cawley. Unauthorized duplication is prohibited. Use only with permission. Thank you.) 

Singapore's Intellectual Class.

Anyone who knows Singapore well will wonder how on Earth I could have written a title like "Singapore's Intellectual Class." Singapore doesn't really have an intellectual class...or if it does, those intellectuals were never in my class (when I taught).

Singapore's education system doesn't produce intellectuals, in my view of what an intellectual is. Singapore's "top students", are very good at passing exams and in telling you what the world already knows. However, what they are not good at...in fact, are hopeless at, is in telling you something you don't know. In other words, they are useless at independent, creative thinking. In other words, they are not truly intellectuals at all.

Now, I am not going to lay blame at the foot of Singaporeans for this. You see, it is difficult to know the cause of this lack of intellectual calibre. Is it genetic? Or is it the fact that the education system requires and trains parrots? Are they parrots by nature or parrots by nurture? I am not going to answer the question here. However, I will say this: I don't think that Singapore will ever have a truly intellectual class. There is too much momentum there, in the way things are done. Singapore will not change until it has died as a nation. Then, perhaps, something new will come of it.

Of course, there is, perhaps, a good reason why Singapore does not have a home grown intellectual class: intellectuals think - and this singularly single party state has never encouraged its people to do that. There is nothing more threatening to a monolithic state than someone able to think of alternatives. Thus it is that true thinkers are not only not found, in Singapore, but not desired, either. A true thinker is the last kind of person Singapore wants.

Given these considerations, I found it most interesting what Lee Kuan Yew had to say on the matter (for those who don't know...which is much of the outside world...Lee Kuan Yew is modern Singapore's iconic "founder" and lifelong effective leader). I say "founder" because, actually, Singapore was founded by the Brit, Sir Stamford Raffles, long ago, though Lee Kuan Yew took it in a different direction.

Lee Kuan Yew recently called for the import of an "intellectual class", specifically from China and India. He stated that this class would be three times larger than the present intellectual class. (Yes. I know. Three times zero is still zero.) He envisaged this intellectual class as being leaders in their fields and as bringing greater wealth to Singapore. This should not be much of a surprise, since wealth or "economic growth" is actually the sole consideration of Singapore's leadership. He then went on to disparage the Malays, by saying that immigrants from Malaysia were "not so bright" and that they only came to Singapore because it provided them with opportunities not found at home.

So, Lee Kuan Yew wants to increase the number of PRCs in Singapore despite the fact that it is already overflowing with them - and to specifically exclude Malaysians from this drive for an "intellectual class". Again, this is not surprising to anyone who has followed Lee Kuan Yew's past pronouncements, quite a few of which involve disparaging one race or another, directly or indirectly.

To my eyes, it is very revealing that Chinese and Indian "intellectuals" should be required and not those from elsewhere. You see, I don't think that such immigrants would be likely to "rock the boat". They are likely to be good little workers, who don't cause any kind of trouble at all. They will tend to keep their opinions to themselves, if they have any. They will just get on with their jobs, in a diligent fashion. As far as being an effective "intellectual class" that is just about the last thing they will be. China, for instance, is not famous for its intellectual class. China is about as good at making intellectuals as Singapore is. They create pretty much the same kind of hardworking, but not at all creative or independently thinking people, as Singapore does. Thus, in importing an intellectual class consisting of said "intellectuals", Singapore can hope to have a greater concentration of what it already has: hardworking, unthinking, servants of the state.

The big, unstated question, here, of course, is why Singapore feels a need to import an intellectual class at all. What happened to its own? Why can't Singapore make its own intellectuals? After all, every other country (apart, perhaps, from China...) does...

The answer, it seems, from our own experience of life in Singapore, is that Singapore does not WANT a homegrown intellectual class. It does not want a class of people with two attributes: 1) able to think for themselves 2) know Singapore well. The combination of those two attributes leads to the possibility of CHANGE...and CHANGE is what the arthritic system of the Singaporean state resists mightily.

What does Singapore do to its potential intellectual class? Well, I can only answer, from personal experience, about what it does to non-Chinese potential intellectuals. My eldest son is half-Malay...he is also Singapore's most gifted young scientist - or was, until he left. I say "most gifted young scientist", since there is no other candidate of his age, with his achievements, in Singapore...or elsewhere for that matter. Now, you would have thought that a country seeking to build an "intellectual class" would have looked after him well? But no...we faced opposition, every step of the way, in seeking a suitable education for him. What was offered by the Gifted Branch was pure tokenism - an attempt to make it look like they were doing something, whilst they actually did everything they could to delay his progress. It was immensely frustrating dealing with them. Then again, when we made our own arrangements, and progressed without their "help"...Singapore's media began to tell lies about our son, to attempt to diminish him and so, perhaps, spare themselves the embarrassment of what they had (not) done. I only hope that Singaporean readers are not so naive as to swallow what their mainstream media say without reflecting on it, themselves.

Anyway, how are we to interpret this? It does seem that Singapore certainly doesn't want a MALAY intellectual of any kind, to thrive. If it had wanted a Malay intellectual to thrive, it would have been more responsive where Ainan was concerned. No. Singapore wants its intellectuals to be non-Malay - even if that means having to import them.

Then again, there is my own experience of Singapore. I am a very creative person...but in Singapore that creativity was not best deployed. At no time, was I given an opportunity, there, to create in the way that I can, so easily. Instead, my energies were directed towards teaching students who would never, in a trillion years, ever possess one quark of my creativity. It was laughable. What kind of moronic nation cries out for an "intellectual class" - but then fails to recognize or value intellectuals within its own borders? It is hilarious, in its fundamental stupidity.

If Singapore really wants an intellectual class, it should have done everything necessary to allow Ainan to flourish. It should also have made available, to me, a position in which I could be free to think and create. It should also have repeated those steps, however many times are necessary, to accommodate all potential intellectuals - and actual intellectuals - within its borders. Were it to do so, there would be no need to import an intellectual class, because one would already have been fostered within it.

It seems, however, that both Ainan and I are the wrong race, to have been invited to participate in Singapore's "intellectual class". Neither of us is from China or India, after all. One of us even has those dreaded Malay genes...so God forbid however could he be an intellectual?

Yet, we are intellectuals. Singapore's failure to value that fact doesn't change it. The funny thing is that we are establishing ourselves as intellectuals in Malaysia, the country that Lee Kuan Yew disparaged so, in his recent speech. Here, we are valued. Ainan is being allowed to grow, intellectually - and I am working creatively as a research scientist. So, all is turning out well for us.

The question, now, of course is: how will it turn out for Singapore? Will its imported "intellectual class" actually be intellectual? Will the people of Singapore support this renewed influx of outsiders? Will these "intellectuals" actually come from China and India...after all, China is booming and India is growing fast, too...so for how long will Singapore seem an attractive prospect?

From here, in KL, the whole situation looks rather funny. You see, Singapore would already have an intellectual class, if only it had looked after its own people and their families. What kind of country so singularly fails to nurture the minds of its own people that it needs to import them, wholesale, from overseas to make up the lack?

Singapore is the kind of country that smart people leave...like we did.

(If you would like to learn more of Ainan Celeste Cawley, 10, or his gifted brothers, Fintan, 6 and Tiarnan, 4, this month, please go to:
http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html

I also write of gifted education, child prodigy, child genius, adult genius, savant, megasavant, HELP University College, the Irish, the Malays, Singapore, Malaysia, IQ, intelligence and creativity.

My Internet Movie Database listing is at: http://imdb.com/name/nm3438598/
Ainan's IMDB listing is at http://imdb.com/name/nm3305973/
Syahidah's IMDB listing is at http://imdb.com/name/nm3463926/

Our editing, proofreading and copywriting company, Genghis Can, is at http://www.genghiscan.com/

This blog is copyright Valentine Cawley. Unauthorized duplication is prohibited. Use only with permission. Thank you.)

Lee Kuan Yew and Language Education in Singapore.

Minister Mentor Lee Kuan Yew, was quoted, recently, in Petir, the People's Action Party magazine, as saying: "Initially, I believed that intelligence was equated to language ability. Later, I found that they are two different attributes - IQ and a facility for languages. My daughter, a neurologist, confirmed this,". Commentary in the articles that relate to this, state that this realization took 30 years. In the meantime, difficult education policies on bilingualism were implemented - ones that ignored the difficulty of acquiring a second language, for many students.

Now, it seems to me, that the implications of this realization have not been entirely examined. PSLE, for instance, requires, if I am not mistaken, examination in English and "Mother Tongue"...that is, a second language, determined by the race of the examinee. It has always seemed suspect to me, to state that because someone is of a particular race, that they must also be of a particular language. My children, for instance are, yes, half-Malay...but they have far less than half the normal opportunity to learn Malay. You see, I don't speak Malay, so most of the conversation in our household is, necessarily in English. Thus, it is a nonsense to have a policy which requires my children to be Malay speakers (because they have a Malay mother), when they don't really come from a Malay speaking household. There are many families like this, families which have a particular racial background but do NOT have the corresponding language background. Yet, at PSLE, all families must submit to the demand for examination in English and Mother Tongue. As we can see from MM Lee's own admission, this makes no sense at all, with regards to the intended aim of selecting the most able students. Ability in languages is not a catch-all for general mental ability: it is a specific capability. Leonardo da Vinci, the famously polymathic genius, was not so strong in languages: perhaps in Singapore he would have been relegated to poorer schools because of it. How ridiculous is that?

So, let us heed MM Lee's recent acquisition of wisdom regarding languages and IQ. Let us have a PSLE system which does NOT require multiple languages for examination. Perhaps the student can nominate which language exam they wish to take - and take only one. Either that, or they could take both - and ONLY the highest one should count towards the determination of their standing in the PSLE.

The real question we have to answer regarding the PSLE is: what is it for? Is it to determine the relative capability of students, in terms of actual intelligence? If so, drop the multiple language requirement because different students have different opportunities to learn languages, so what is being compared is not their intellects, but their environments. If, however, Singapore just wants a system to determine who is the best fit to a multilingual environment, then carry on the present system unchanged. It doesn't find the smartest students...it just finds those best fitted to a multilingual environment. They are not necessarily the same thing. Just ask Leonardo da Vinci, the famous non-linguist. (By the way, I think Leonardo would have been horrified by Singapore's education system...)

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals. If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Are NUS/NTU graduates creative?

NUS and NTU are Singapore's leading Universities. Their graduates are locally very respected in Singapore. No doubt, they have studied long and hard. Yet, I have cause to wonder, are these graduates creative?

Recently, I had a conversation with an American who works in an American company working in a creative industry. It is a famous American company, so I shall have to leave clues out of this account, lest it be identified. Let it be said, however, that the work that this company does straddles a couple of major creative industries with global reach.

Now, this American was observing to me about hiring practices which puzzled him. You see, one of the senior managers in the local branch of this global company was a Singaporean graduate of NTU. It was part of this manager's job to choose whom to hire to do the creative jobs that they had vacant. What troubled my acquaintance was just who this Singaporean was hiring - and why. Every single time a creative job came up, this Singaporean NTU graduate manager would look through the pile of CVs he had in front of him and select the Singaporean NUS and NTU graduates who had the best academic records. He picked the ones whose grades glistened...whose resumes dripped with A grades. Now, if you are Singaporean you will probably be nodding at this point, thinking that this is the right thing to do and is only natural. However, my American's experience with the people that were hired in this way, says otherwise. You see, the problem with these NTU and NUS graduates is that THEY COULD NEVER DO THE JOBS.

If you are Singaporean, and conditioned to believe in grades as the be all and end all of education, you might be shocked at this. I shall explain for you. The problem was that these NTU and NUS graduates with the great grades were UNABLE TO BE CREATIVE. Their resumes looked wonderful. They had jumped successfully through every academic hoop along the way - but something was missing. They had learnt to pass exams and shine in that situation - but they had never learnt how to think creatively. They were, according to my American acquaintance, unable to do the job, in every single case. They were just not good employees of this creative company.

Interestingly, have a guess who WERE the most creative employees of this company? The Indonesians were. That is right, employees who had grown up and been educated in Indonesia were the best workers in creative jobs, at this American company. The second best were the Thais - my American contact remarked that they were creative and had a good work attitude, as well.

So, this problem with NTU and NUS graduates being uncreative, is not a problem that applies to all graduates, everywhere. It doesn't apply to the Indonesian graduates from overseas - nor to the Thais (or he noted the Vietnamese)...but it does apply to the Singaporean graduates of NTU and NUS.

This leads me to understand that the type of education being received by Singaporeans in Singapore is creating graduates who might be competent in an academic sense and able to handle known and familiar tasks, in structured environments (isn't the whole of Singapore one big structured environment?) - but they are not creative. At the end of their long and arduous education, there is little creativity left in them.

Now, this really didn't come as a surprise to me, having taught in the Singaporean system at all levels, and witnessed the dearth of creativity at close hand. What did surprise me, however, was that Indonesians (who are customarily looked down upon, by many Singaporeans, perhaps because their young women tend to be maids in Singaporean households), were the most creative of all the races (other than "Americans" was implicit in his observations) employed in this large, global American company.

Many Singaporeans clamour to get their child into NTU or NUS. Yet, do they understand what the results of such an education are? Do they really want those results? Do they want an academically competent, but creatively incompetent child? If so, NUS and NTU - and the whole Singaporean education system - are perfect. However, if you would like to have a creative child...perhaps it might be best to send them overseas to Indonesia or Thailand!

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Highly educated vs. gifted.

An Australian friend of mine, related an experience to me, recently, concerning her first teaching stint in Singapore. What she learnt is very instructive of the situation in Singapore's schools.

She had been hired, as a teacher, to come to Singapore to teach "gifted children" in a special school. She was looking forward to it, and was filled with expectations of the challenges she would face, the opportunities she would have to work with talented children, and the rewards she would feel to see them grow under her tutelage. Well, all was not as she had supposed. As she began to work with these children, she noted something strange about them: they KNEW a lot, but could not seem to THINK very well. This puzzled her: it was not what she had expected of "gifted" children. Nevertheless, she did her best to challenge these kids, for she had been led to suppose that they needed challenge. Yet, this did not seem to be what they craved. If she challenged them too much, they seemed to back away from the challenge and reach for familiar territory in which they were "learned". Finally, after three months of this, the Principal of the school came to talk with her.

"Actually," he began, "These children are not gifted."

Why, she wondered, had she ever been told that they were, then?

"They are not gifted," he repeated, "They are highly EDUCATED."

He went on to explain how their parents thought of them as gifted or wanted them to be gifted, and so had DRILLED them from very young, in the basics of the academic world. Lessons had been drummed into them, as young as possible, and they had known little but long hours of study, in their short lives. Yet, all this education, produced nothing more than knowledgeable youngsters - within certain circumscribed limits (that is, if it is not useful in school exams or a school context, then they wouldn't know it). Not one of the kids could actually be described as highly intelligent - that is, being able to think fluidly, as opposed to being able to recall information.

Once she understood this, she grew to pity her students. There was a demand upon them, by their parents, and perhaps their society, that they be something they are not. Yet, not one of them seemed able to meet this demand. They had become model students and did well in standardized testing, but when challenged, in the ways she had come to expect to be able to do with gifted children, they couldn't cope. They couldn't rise to tasks that required true intelligence, because they didn't really have it. What they had was something else: an education.

I think my friend had stumbled on something fundamental about the ways in which Singaporeans misunderstand education. As far as I am aware, and believe, education cannot create a gifted child. The gift originates in something innate which is either there or is not. It cannot be readily imparted by the hitting of the books. Education imparts something else...particularly the type of education found in Singapore: knowledge. Yet, knowledge is not intelligence and, as Einstein famously observed, knowledge is less important than imagination. What these kids lacked was an imagination and a high degree of fluid intelligence - in other words, they lacked what they had been labelled to have. Someone along the way, had come to view these kids as "gifted" because of their knowledge of standard school information - but they were by no means gifted. They were a much lesser breed than that.

Perhaps, though, this misunderstanding is not entirely the fault of the parents: it is an idea that seems to imbue the entire education system of Singapore - the idea that study somehow creates this "gift" - and that one who studies well, is necessarily "gifted". This is not so. Giftedness is something apart from mere education - and may exist, I believe, in its complete absence. Giftedness is an innate quality of mind - it is not to be created at the whim of an education system. In fact, the kind of education that Singapore engages in is, in my view, of no value to a gifted person - or should I say, at best, is less than ideal for a gifted person. It is too rote, too unchallenging, too knowledge based and too short on real thinking. It is, in short, an education not worth having. Those kids my friend had to teach, had had plenty of this type of education - but none of them were any closer to being gifted than they had been before. They still lacked the essence of gift.

It will be interesting to see how long Singapore's love affair with its standardized education lasts. I don't see in it, the solution to Singapore's long term prosperity. A nation of kids like the ones my friend taught is not going to become a leading innovator in the world. Far from it. At best, they are suited only to imitating what others have done. Perhaps, indeed, that is the planned future of Singapore: No.1 in being just like the next man, a nation of "me toos".

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

The madness of the kiasu.

Kiasu is a Singaporean attitude that means "an extreme fear of losing out". It manifests as extreme competitiveness and desire to "beat" others in all things. It also leads to some astonishingly ugly behaviour.

Today, I encountered one of the most kiasu people I think I have ever had the misfortune to meet. She got on my bus, with her son, after school. Another boy, from the same school, followed them on. As soon as they had sat down - mother and son together on one seat - the other boy diagonally opposite, across the passageway, on his own - the mother was overcome with the strangest emotion: she seemed possessed.

She leant across the passage towards the other boy, bent almost double in her effort to get close to him. She bore down upon him like a truck upon a rabbit crossing the road and there was such fierceness in her. Her body was stiff with tension.

"What's your name?", she began with a strident, demanding tone, as if she was trying to shake him with her voice.

"Why?", he asked, quietly, aware that he was being threatened somehow.

"What's your name?" She continued, ignoring his question, raising her voice a little more, as if annoyed that he should dare to question her.

"W...w...wayne.", he stuttered, her aggressiveness making him nervous.

"How do you spell that?" She almost shouted at him, her words gouging into him.

"Why?", he asked again, clearly not knowing why this mother of his fellow schoolmate should be questioning him so.

"How do you spell that?" She continued, once again, ignoring his question and, once again, raising her voice, further.

"W...a...y...n...e"

"Wangy?" She snapped, seeming to think he was putting one over on her.

"W...A...Y..N...E", he repeated, responding unwillingly, but automatically, as if to an angry teacher.

"What's your mother's telephone number?" Again, she seemed to pounce on him. There was something SO predatory in her manner, voice and approach.

"Why?", he asked, in some distress, but quiet with it.

"What's your mother's telephone number?" She continued, again, ignoring his question, again raising her voice.

He gave her his number and repeated it for her to finally grasp. She wasn't too good at listening, accurately - too busy raising her voice.

"Are you in the same class as David?". She didn't really speak. Her words were spoken as if in a stabbing motion, plunging into him, as she leant over him.

He nodded, silently.

"What mark did you get in the last maths exam?" She was so tense that I rather thought she would reach out and grab him, if he didn't give her the answer.

"66". He said, very quietly.

"What?", she said, needing to make doubly sure.

"66". He repeated, a little louder.

"The same as me.", said the clearly mad woman's son.

I understood, by now, that I was witnessing the worst of kiasu attitudes in action. Here was a mother seeking competitive intelligence for her son, in her lifelong combat with the rest of the world.

The mother ignored her son's statement. She didn't even look at him, nor shift from her raised position above the hapless other boy. It was like she was a bird of prey and the boy was a shivering mouse.

"And what did you get in the last maths test?" She seemed angry now, angry that this boy had the same mark as her son.

"93", he said, very quietly indeed.

"What?" She seemed truly pissed.

"The same as me!", her son repeated, "He got the same as me!"

Again, the mother ignored her son. It was as if he hadn't even spoken. Her gaze...her ever so fierce gaze...remained pinned on the eight or nine year old boy who seemed affixed by it, unable to move.

"Who is your maths tutor?" She asked, virtually spearing him with her intensity.

He didn't answer.

"Who is your maths tutor?", She repeated, to no answer from him. It was unclear whether he did not know the man's name...or did not want to answer.

"How did you do in science?"

He didn't answer.

"Who is your science tutor?"

He didn't answer, but just shifted in his seat, as if seeking an escape, but finding none.

"Does your mother work?" She demanded, bullyingly.

He didn't want to answer. "Why?", he asked, painfully.

"Does your mother work?" Again, she raised her voice.

"Yes.", he said.

"What time is she back from work? Seven?" She had not the patience to wait for an answer, so suggested her own.

"Yes. Seven.", he answered, finally, unable to resist her bullying any further.

The mother turned from the boy then, and sat back in her seat. She didn't look at him at all, again. She had got what she wanted. For the rest of the time that she was on the bus, she didn't engage the boy in conversation, nor acknowledge his existence. Interestingly, her son didn't speak to the boy either. They shut him out. Neither mother nor son spoke to one another.

I resolved then to speak with this crazy woman when I rose to get off the bus, for she was behind me. Unfortunately, when it came to leave, I noted that she had got off before me, while my back was turned.

I have never witnessed such an aggressive questioning of a child before, in all my life. It was quite the most astonishing thing I have ever heard.

The most perturbing thing about it was the fury this woman seemed to have in her throughout the entire bullying tirade. She could not have been more aggressive had she been beating him, the whole while.

The question all of this leaves me with is this: would not Singapore be a better place without such kiasu attitudes? Does this characteristically Singaporean behaviour pattern make any positive contribution to life?

It is incidents like this that make me think that Singaporean education is a toxic experience best avoided. Perhaps everyone should homeschool, then no-one would have to put up with this kind of bullying for kiasu aims.

I rather hope the mother of Wayne gets to read this and realizes that she should not cooperate with the mother of David (as I presume her son to be).

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

The Super Secret PAP Kindergarten.

Openness and transparency are much spoken of in Singapore. Many a time, the national newspapers of Singapore have reassured me that Singapore's government is one of the most transparent around.

This most transparent of all governments is called the PAP. (The People's Action Party, whose main "action", for the entire history of Singapore, is to have remained in power.) The PAP maintains a series of low-cost kindergartens throughout the length and breadth of Singapore. Since the kindergartens are affiliated to the PAP, I rather expected them to embody the values of their sponsoring government.

Today, my wife called quite a few kindergartens seeking a place for one of our sons. He is not happy where he is, presently, so we thought to find somewhere else for him. Being open of mind and prepared to give anywhere a chance, we thought to place a call to a local PAP kindergarten, among the other selections we had made, just to see what they had to say for themselves and to find out more about what kind of education they actually offered young children. It was a most instructive phone call.

Firstly, no-one wanted to take the phonecall. Teacher after teacher came to the phone, heard what Syahidah wanted, put the phone down and wandered off. Others picked up the phone in due course and did the same. She began to ask to speak to a supervisor. After the phone had passed through many unwilling, uninterested and unhelpful hands, she finally got to speak to the "supervisor". It wasn't much of an improvement.

Syahidah explained that she was looking for a school for her son.

"Could I come and see the school?", Syahidah asked, then, quite reasonably.

"That's not the policy.", said the PAP supervisor, firmly.

"Oh, I would just like to look around.", continued Syahidah, even more reasonably.

"What do you mean "look around"...if you REGISTER then you can look around.", said the PAP supervisor, as if nothing could be more obvious.

Ah. So, you can't see this school, until you agree to join it. That is like a shop where you can't see what you can buy, until you have already bought it.

"I want to look around before I register.", said Syahidah even more reasonably than before.

"Cannot.", said the PAP supervisor, even more firmly.

"Could I see a lesson conducted, then?", said Syahidah, with more patience than many could have managed.

"Cannot!", said the PAP supervisor, immovably.

Finally the PAP supervisor could take this enquiry no longer: "Why you want to see, ah?", she asked, as if truly puzzled why any parent would want to actually SEE the school their child was to go to.

Syahidah gave up. There was no way that our son was going to go to ANY PAP kindergarten, given that kind of approach to parents.

Though she had tried her best, Syahidah had gained only two pieces of information about the school: that none of the staff wanted to speak to a prospective parent - and that this particular PAP kindergarten was the most secretive organization she had ever encountered. So much for transparency and openness...even the kindergartens behave as if they are the secret service.

Usually, an organization reflects the values of its founders, organizers and sponsors. There is an interesting message, therefore, in the behaviour of this PAP kindergarten. We were left wondering just what it is that the PAP is doing to young children in its kindergartens that they just don't want prospective parents to see. We were left with no idea if the education received is good or bad. We were left with no idea if the children are well looked after or not. The only impression we were left with is a complete unwillingness to be forthcoming about what type of school it was and what exactly happened there. As you can imagine, in consequence, we don't feel secure in sending any of our children, to any such school.

This is our first encounter with a PAP kindergarten. It shall also be our last. It cannot be good when a school is super secretive with prospective parents. It does suggest that perhaps parents might not like what they would see, were they allowed to see anything at all. Either that, or it reflects a total contempt for the parents. Either one is unacceptable to us.

Luckily, one other conversation with a school turned out much better. They were warm, welcoming and forthcoming. They could also speak English properly. So, not every school in Singapore is like the "Super Secret PAP kindergarten" we called. That school is not affiliated to the PAP...and could not have been more open. I thought this an interesting lesson.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Bullying by teachers in Singapore's schools.

Singapore has a bullying problem. Disturbingly, however, the bullies are the teachers.

I have heard many examples of bullying, in Singapore, by teachers. I shall detail a couple in different posts, in due course. Today, I will begin with one I found most shocking.

In one of Singapore's best known schools there is a teacher whose personality can only be described as sadistic. This teacher loves to humiliate students. In this teacher's class there is a young boy who has dyspraxia. This is a disorder of motor co-ordination.

One day, this boy forgot his school books. Instead of arranging for the boy to share his books with a neighbour, the teacher responded to the situation by getting the boy to stand on his desk, for one hour. Recall that he has a disorder of motor co-ordination and that standing on the desk is not easy for him...he could easily fall off.

The teacher wasn't satisified with that. The teacher told him: "Your name is Stupid. What's your name?" He asked the boy this repeatedly until the boy said: "My name is Stupid.", before the whole class. Thereafter, for the rest of the year, this boy was called "Stupid" whenever the teacher addressed him.

The parents of the boy complained about the teacher's behaviour but absolutely nothing was done to stop it.

Finally, the year passed (he had been in Primary Five) and Primary Six began. The boy's parents thought that this would be a better year, because he would no longer have contact with that teacher.

On the first day of P6, the boy's new teacher pointed out the boy in class, as he welcomed the new students and said: "I know your name: you are Stupid!" - and so it began again.

This is the truth of the Singaporean education system. This is what so many students have to endure - tales that echo this one. I have heard quite a few. Teachers are bullying students all over Singapore. Yet, nothing is ever done to stop it: the parents are always ignored.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

It isn't worth it.

Today, I read a bizarre piece of news...tragic news...that felt more like an American story, than a Singaporean one.

An Indonesian Chinese boy at NTU (Nanyang Technological University) stabbed a lecturer in the back and arm, before slitting his own wrists, and jumping off the five storey building. The lecturer survived, the boy died.

The boy is unnamed in the report I have seen, but the Professor is Chan Kap Luk.

Now, at this time, one cannot know the motivation of the attack and subsequent suicide, but I feel one can observe that, whatever it is, it isn't worth it. Life should not be thrown away over a matter of education. Education is important, in some ways, but never that important. Whatever the issue was, there must, assuredly, have been other ways of dealing with it, than an attempted murder-suicide (the latter part successful).

This sorry tale does show one thing, however: students in Singapore are under tremendous pressure. That pressure sometimes makes them do rash things. The number of suicides here is not inconsequential, though not widely broadcast. Indeed, suicide in higher education is alarmingly common the world over. When I was at Cambridge, the talk was of how high the suicide rate was, there. I am not surprised, having experienced it myself. I wouldn't accuse it of being a warm, human and humane place. Sometimes, that is too much for people and they decide to end it.

We may never know the full details of what went on with this Indonesian Chinese boy - but we do this: stress in schools and universities is a terrible problem. Perhaps we should ask ourselves whether the highly competitive, dog-eat-dog, systems in place are really wise or conducive to the health and well-being of the students. This particular case is no doubt unusual, simply because he tried to kill someone else first...but there are many low profile suicides, here, in Singapore every year. I have even heard of young children killing themselves - primary school kids. The pressures they face are horrendous.

Personally, I think a focus on education and not on competition would be healthy. Let them learn, but stop grading them, incessantly, stop making them compete against each other and the world...just let them grow, instead. They will be far happier and there will be far fewer tales like this one to be told.

I hope Professor Luk is lucky enough to recover fully from his wounds. My condolences to the boy's family. No doubt this will come as a great shock to them.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Singaporean schools are destroying our children.

It doesn't take much observation of Singaporean children, trying to be creative, to realize that they just can't do it. Now, the question is: whose fault is it? I would say the schools themselves.

I have had the privilege of conducting drama classes, at times, with Singaporean children. I say "privilege" because these opportunities have afforded me a chance to learn what is going on inside the minds of young Singaporeans. What I have found there has been disappointing.

Drama is about freedom of the spirit; freedom to express the self and tell the tale of an inner life. Therefore, those who are most free, are most adept at it. Those who know themselves best, are most capable of deep performances. Those most familiar with finding answers within themselves usually have the most to show, dramatically. Yet, in Singaporean schools, I find not freedom, but entrapment. These children are trapped within a prison we cannot see: one made of structures and rules, requirements and regulations. They live in a prison that demands silence and subservience, submissiveness and self-denial. When given the chance to speak, these children have nothing to say.

Teaching drama in Singapore is a painful exercise. The children have no familiarity with their imaginations. They don't know how to summon the imagination to their aid. They don't even, perhaps, know what an imagination is. They give hollow expressions of emotion, that have no feeling. They make pathetic gestures at self-expression. In a class of twenty students, there might be one who is able to focus on their own inner thoughts and do something of modest interest. The others are, almost entirely, incapable of expressing themselves. It is as if they have NO SELF TO EXPRESS. Perhaps there is truth in that, perhaps these children have no selves or are not familiar with themselves. When asked to do something simple, like pretend they have hurt their knee, none of them show any pain; none of them show any discomfort even, they just moan without conviction - it is really quite a pathetic spectacle. When asked to show an emotion, such as sadness, or happiness, they are unable to seem to feel it, they give comic book characterizations, filled with exaggerations. They seem not to be able to reach their feelings. When asked to act out a simple scene, they seem to be unable to become involved in it, unable to consider it real, unable to behave in a way consonant with the situation they have been given. Their actions are half-hearted, and stereotyped, their words are mumbled and unclear and devoid of emotion or conviction and, they don't work together very well - they don't share the imagined space as if each of them occupies it. In short, they do none of the things an actor would normally do to express the inner life of a character, or its outwardly expressed form. Nor do they do any of the things that would normally be required to tell a story.

With work, time and effort, they do improve. Yet, what is clear is that the whole area of using their imagination is foreign to them. The children I have worked with are in their teens - yet it is clear that, despite being relatively mature, they are not acquainted with their own imagination and its powers. They are empty of inspiration. They have no experience in self-expression. It is as if they have lived their whole lives in a cell with no-one to talk to, or share their lives with, so impoverished are their communication skills and sense of how to convey an emotion, a story, an idea. It is, in fact, saddening to witness.

I enjoy, however, trying to open them up, trying to show them how to access their imaginations and make something of it. Some of them respond...others are frozen, unable to go beyond limp, ineffective efforts at stereotyped shells of emotional and ideational portrayal.

What is very, very obvious on seeing the way Singaporean children are, is how impoverished their imaginative skills are compared to children I have seen in other countries. It is just not normal to see so little imagination in teenagers. At least, it is not normal in my experience of life and teaching.

Singaporean schools leave no space for the child to be. There are too many academic demands on them, too many rules, too many regulations, too many fixed behaviour patterns to follow. There is too much emphasis on conformity and there is no permission to be individual or creative. The result is clear: Singapore is producing children whose minds have been amputated. The parts of them labelled "individuality", "creativity" and "imagination" have been cut off, leaving half a child behind.

The political masters, in Singapore, call for more creativity for one reason only: they see money in it. However, what they fail to see is that the educational system they have implemented GUARANTEES that Singaporean children will NOT be creative, will NOT be imaginative and will NOT have much a sense of self.

The only way to make Singapore a more creative place is to throw out the present education system entirely and replace it with a more humane, open, less competitive, more tolerant, welcoming system that is not consumed with rules, regulations and codes of conduct and behaviour. Singapore needs a system that allows children to breathe and be themselves. Then, and only then, will Singapore begin to nurture creative children.

It would be a better world, were this so, for such children would be happier and, ultimately, Singapore would be richer for it - for new things only come from creative children. The rigidified robots presently being produced by Singapore's education system will never, ever do anything in life apart from take orders from someone. Perhaps that is all that the system really wants: components in the economic system, unable to think for themselves or, preferably, think at all.

I would like to see a different system. I would like to see children who live and whose minds come alive when given the chance to express themselves. Perhaps an early sign of success would be drama classes that have some drama in them.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

The Gifted Education Programme is a failure.

The Gifted Education Programme, of Singapore, is a failure. I shall explain and detail why, in this post, although I have addressed the issues piecemeal in other posts over the years.

The Gifted Education Programme, or GEP, as it is known, for short, in Singapore, is a government programme supposedly intended to support the education of gifted students. I say, "supposedly" because our experience of them, and that of others we know, is that they don't seem to know what support actually means.

We became involved with the Gifted Education Programme (GEP), shortly after Ainan passed his O level Chemistry at an unprecedented seven years and one month old. This world record was enough to get their attention. Interestingly, when we had tried to approach his school about his special educational needs, prior to his O level exam, they essentially snubbed us, not taking our word for it. Their attitude soon changed once we had a piece of paper to prove it: how Singaporean.

Anyway, the Gifted Education Programme/GEP spoke a lot about what they could do for Ainan. Their first interest was to assess him. This turned out to be a long and rather involved process, putting him through a series of interviews with scientists, a psychologist and various tests. It took months to satisfy them - despite his O level - that there was a need to intervene.

When, finally, they were satisfied that a need was revealed, their offerings were remarkably slight. The only thing we asked for was laboratory access so that he could gain practical experience of Chemistry. However, this was the one thing that they seemed reluctant to provide in any meaningful way. They arranged for five sessions at Raffles Junior College and Raffles Institution. That was a help and a good start, however, at the end of it, they told us that this was "Resource intensive" and that they were not prepared to support ongoing laboratory work for him, because there were "No funds available."

Privately, we arranged access to some Chemistry workshops with RJC. When the GEP heard about it, they seemed to put a stop to it, for after the Gifted Education Programme had contacted them, Raffles Junior College told us that they were no longer able to help. They declined to give a reason, despite the fact that they had made the offer of help, themselves.

This was our first concrete indication that, far from actually helping Ainan, that the GEP may actually be interfering with his opportunities.

Interestingly, when we discussed our experience with the mother of another gifted child, she said she had had very similar experiences. Every time she let them know what she was doing to nurture her child's gift, the Gifted Education Programme tried to discourage her, or interfere in some way. So, our experience was not unique. Incidentally, she eventually left Singapore, in frustration, at the Gifted Education Programme, and is now living in another country, with her gifted son. No doubt that is beneficial to Singapore's long term potential.

The Gifted Education Programme, after much prodding, arranged for Ainan to attend NUS (National University of Singapore) High School for Maths and Science, at the age of 7. Again, the process of admission was a long one, which seemed to take forever. Eventually, however, they offered him ONE HOUR a week, at NUS High. We were rather shocked at this, since it seemed too little to actually feed his interest. However, we kept an open mind and brought him along for the first couple of weeks.

It was a great disappointment. They had assigned him to a class and a level that he had already studied. In his first two weeks there he told me that there was ONLY ONE fact that he didn't already know. That is one single piece of information encapsulated in a few words. We quickly came to the conclusion that this was a waste of time and money. It wasn't worth the taxi fare there and back again.

We explained our observations to the Gifted Education Programme. They were not very understanding. The GEP Officer said: "Oh, it is not about what he can learn, it is all about the other things." It turned out that she was referring to the social side. It seems that the GEP considers that the greatest need for a gifted child is a social club. He wasn't supposed to be there to learn anything. He was supposed to be there to make friends and get used to being around older people.

Now, that is all very well...but hang on a minute, isn't it supposed to be a Gifted EDUCATION Programme? Ainan had a need to learn, and this wasn't being met.

We asked for various things, all of which were denied us. We asked for him to go on a broad spectrum O level programme (at 7) covering all the other subjects that he hadn't yet studied, in combination with an A level in Chemistry. They denied this, saying: "He hasn't proven himself in the other subjects."

I thought this was very silly. Basically, they were saying: "We don't believe he can get an O level in the other subjects, until he has already got an O level in them. At that moment, we will believe it, then he can have an O level course, which he will no longer need."

Ainan was already the youngest O level holder in the world. If he could do that, he could do the other subjects too. It seemed a "no-brainer" - but not to the GEP no-brains, it seems.

We then asked if he could attend a broad range of courses at NUS High, to get a feel for them and see which he would like.

They wouldn't allow it.

I suggested he could just sit on the courses and audit them.

They wouldn't allow it.

I asked if he could have a Chemistry practical class at NUS High, for that was his real need.

They wouldn't allow it. Not only that but the GEP Officer, Yogini Yogarajah, said: "Why don't you find a private school and pay for it yourself."

We had already researched that, and had quotes of 600 dollars per session. Clearly, the private option was out of the question.

In our final meeting with the GEP/Gifted Education Programme, we tried to explain to the Gifted Branch Officers present that Ainan had a very practical learning style and that he needed to actually DO Chemistry, to learn it properly.

Yogini Yogarajah said: "Oh, we at the Gifted Branch think learning style is very important."

"Well, can we have practical classes, for Ainan, then, because I have just told you he has a very practical learning style."

"Oh, that's not good enough for us.", she said, with the utmost dismissiveness.

That was too much for me. She was dismissing the input from the parents - who, of course, know Ainan about a hundred thousand times better than the Gifted Education Programme ever could. Apparently, such inside knowledge, from people who really know a child, is "Not good enough for us."

I rose, said: "We will never speak again." and left.

I kept my word. We have never spoken to the GEP since, nor do we intend to. They are not what they purport to be. They are extremely slow in responding. They refuse to make funds available to support a gifted child's special needs. They attempt to block initiatives that would help the child. They refuse to take on board the views of the parents. They offer provision which is so abstemious that it makes no difference at all to the growth of the child. That which is most essential to the child is that which they precisely deny the child.

The account above is a very brief one. It leaves out detail on occasions on which the GEP made difficulties for us, in our attempts to provide the right education for Ainan. However, it does give some idea of the ways in which the Gifted Education Programme is not truly functioning as an education programme.

There is one way in which it is functioning, however. At our final meeting with the GEP, Yogini Yogarajah had a very thick folder in her hands, which she would not let us see. Apparently, it contained reports on Ainan written by everyone in the education system who had had contact with him. It transpires that all who had contact with him were under instructions to write a report on their observations of him. I found this really spooky. The Gifted Education Programme does not provide a suitable education for the gifted. However, it does keep gifted children under close observation and writes reams of reports about them. You can come to your own conclusions about what this means. Personally, I found their emphasis on observation over educational provision to be really quite perturbing. It seemed that their true intentions were rather different from their expressed ones.

One of my questions to Yogini Yogarajah and her Gifted Branch colleagues that last day, was: "What is the Gifted Education Programme for?" Yogini tried to twist the meaning of my question and rephrase it to make it seem less critical of her and her people, but I reiterated my question unchanged. Our year or so with the Gifted Education Programme had left me genuinely puzzled about what it was actually for. I could no longer see it as an educational support initiative for the gifted, because it wasn't really performing as one. I was left with a big question mark in my mind about what was the actual, real purpose of the Gifted Education Programme. I was left to conclude that either it had another (unstated) purpose, which it may well be succeeding in, or that the Gifted Education Programme was failing in its (stated) purpose of supporting the educational needs of gifted children.

Ainan is just one scientifically gifted child. Singapore, through the Gifted Education Programme, had shown itself unable to cope with the needs of just one child. One of the repeated phrases we heard on Yogini's lips was: "If we do it for your child, they will all want it." The justification, for doing basically nothing, was that if Ainan was provided with the laboratory access he needed to continue to learn science, that it would create a stampede of parents also wanting the same for their children.

I can just see it now: Singapore is clearly overwhelmed with scientific prodigies. Clearly, in Yogini's mind, there are millions of them out there, just waiting to "all want it". I found her remarks absurd. Singapore has only one child like Ainan, gifted in this particular way. There would have been no stampede of other parents demanding the same for their child. All that was happening here, was that the Gifted Education Programme were finding reasons for doing nothing to help.

To my mind, that means that the Gifted Education Programme is NOT an education programme. It is something else. What else, I don't know, but they certainly don't do even the obvious things to help a child like Ainan.

If they really have no funds available, I could make a suggestion for making funds available. They should fire the Branch Officers assigned to us...because they were completely unable to listen to us. They shouldn't work for an education programme at all. The money saved through not paying their salaries would liberate resources for many gifted children.

Better still: why not sack the entire department, then there would be plenty of resources for Singapore's gifted. All that would be needed is one person to co-ordinate the activities.

So, my advice regarding the Gifted Education Programme is not to expect much from them. In fact, you might be a lot happier not to become involved with them at all in the first place. We could have done without the experience we went through with them. I expect you can too, if you have a gifted child.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

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