Vadim Jurevich Cheshirsky "The problem of capacity. The genius of tomorrow"

4.В Two Ways ofВ the Solution ofВ the Problem ofВ Capacities

Numerous theories ofВ the problem ofВ capacities are reduced toВ the two extreme poles ofВ two opposite approaches toВ this problem ofВ capacities.

That is, all solutions toВ this problem are reduced toВ two extreme, almost opposite scientific concepts (p.0В and p.1).

The space between them is filled with intermediate compromise variants, where both poles are present inВ the theory, but toВ different degrees.

The first concept says that all human capacities are given from birth; all capacities are rigidly defined (determined) for the rest of their lives. Capacities do not change either numerically, qualitatively, nor configuration… Virtually by no means, in the course of life. From birth, you already have a ceiling above which you cannot climb, no matter how hard you try. “Above your head you will not jump!” That means that given concept reflects the rigid genetic dependence of all capacities given to a person from birth. Their number, quality, structure and combinations among themselves.

Mom, dad, nature, God gave you at birth – live with it.

This is one extreme point ofВ view.

Another point of view is described by the term “Tabula Rasa” – “Clean slate”.

This theory suggests that at birth, all people are equal inВ their capacities, potential opportunities. Their brains are equally pure, empty, and ready for absorption, assimilation ofВ information, all kinds ofВ knowledge and skills. Under the influence ofВ study, training capacities grow, develop and intensify. This all happens during the course ofВ life, only later. All people are born with aВ pure unclouded brain, as the basis for the subsequent development ofВ all capacities. Brain is like aВ clean board on which you can write down any information, create any capacity.

This scientific theory is called “tabula rasa” (clean board, lat.).

These are extreme points. You can designate them as "+" and "-”. Or as “0” and “1”.

All other theories are some compilations of these two basic ones. Theories that gravitate toward the first extreme “point” are usually called “biologizing”. And the theories that gravitate toward the second extreme “point” are “sociologizing” theories of inheritance of capacities.

It is clear that the overwhelming majority ofВ normal healthy people should have aВ predisposition ofВ their brains toВ all types ofВ learning initially (genetically, from birth).

And the fact that education can work miracles is not so obvious.

5. “Capable” – “Incapable.”

The very terms “capable” and “incapable” are originated from pedagogical weakness and laziness.

If a school mathematics teacher says to a sixth grader: “You are not capable of mathematics,” then this “takes off” many problems.

Judge for yourself. After such an authoritative diagnosis, from the closest mathematics teacher to the boy, both the mathematics teacher and the boy can sleep peacefully. And this current, and all subsequent mathematics teachers who will train the boy in the future. That is, no matter how much the boy is engaged in mathematics, even if he turns inside out with the best tutors individually, he will never know neither school mathematics nor higher mathematics. The boy (practically, forever) “was given an order for good”:

“You’re incapable of maths! You’re stupid to maths! Do not go to mathematics! Do not do maths ever! Do not waste time for maths! Do not waste your time, or your school (institutional) teachers to teach you maths! Relax!”

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