Well before having children, Laszlo Polgar wrote Bring Up Genius! downloaded the "rarely found & expensive" English version of this PDF book from this link. raise geniuses, for they can and indeed have become happy people. . claimed that “Laszlo Polgar is in medical opinion not a completely normal person. I can only say that I have created something that up to now no one else has . this can bring about one's own happiness and also that of others. Would you raise your children like Laszlo Polgar did? 1, Views You can check the ebook prices for it at Luzme: "How to bring up a genius?" - Michael.
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laszlo polgar at our online ebook library. get bring up genius to download bring up genius nevelj zsenit by laszlo polgar pdf to any kind of device,whether its. Bringing Up Genius The Chronicle of Higher Education Fifty years later in a leafy suburb of St. Louis, I met one of Laszlo's daughters. by freemindakebe.ga Studio can be read or downloaded in the form of word, ppt, pdf, site, rar, zip, and also txt. download bring up genius nevelj zsenit laszlo polgar .
Turman in California in uncovered many differences between the play of unusually capable children and their peers. As expected, play that demanded mental action was much more interesting to the talented children. They played alone somewhat more often, compared to the control group. Susanna Millar writes in her book Psychology of Play that sometimes unusually capable children who lack peers at the same intellectual level can have difficulties in play with others. Thus I generally do not rigidly separate learning from play, or work from hobbies at an adult level.
From my point of view, workloads could be measurably increased by appropriate methods. I agree with the pedagogical tendency to ask for intensive instruction. The essence of intensive instruction lies really in using goal-directed workloads, age-appropriateness, the holding of interest, and the lived experience of achievement and success. The American G Doman thinks the same.
In his analogy: as the different muscles of the body can be developed and strengthened only by regular training, so also the capabilities of the brain can only grow by means of daily training. The lack of structured logical thought and learning causes a decrease in intelligence, just as un-exercised body parts atrophy. The ability to learn by play decreases after 6 years of age, when assimilation of information becomes more difficult mental work. More on peers: The contemporary psychological and pedagogical literature emphasizes in one sense the importance of the peer group.
But in my pedagogical concept it receives a slightly different emphasis. According to me, it is not primarily important for a child to have suitable companions of the same age, but preferably to have spiritually mentally appropriate partners, friends worthy of the level of their intellectual capabilities.
If the social relationships of a child are exclusively or for the most part limited to groups of the same age, this will slow the progress of an exceptionally capable child. But if they try to correctly develop these traits in the child, it is not damaging, but on the contrary is useful. About this I do not want to say that a child should always be in the company of adults.
One must find the right proportion of being with adults and peers. I believe that passing their time in the company of those who have a similar level of intellect and similar interests and sense this well in these interactions is decisive.
Zsuzsa is a concrete example: if at the age of 13 she had played chess only with year-olds, who were weaker than her in many categories, this would have been less than useful for her. Zsuzsa herself would not have profited, because she needed playing partners at a similar level, and those were found only among adults.
However, this was not a cause for concern, as the age difference itself did not prevent friendly relationships with others, and having good friends and colleagues at the same time. And friendship often flowed from work relationships. On curriculum design: Of course, one should make everything appropriate to the stage! With regard to the content of instructional materials and also the duration of instruction, one should start from the traits of the age of the child, and tailor the tasks for the optimum ability of the child.
At first we should only play chess for half an hour; after some time a bit more. After a week we can extend the duration.
At first we should solve only simple problems, and with the passing of time we should always progress to more complicated ones. One should get the child to play a great deal, but always with suitable partners, who have a generally similar playing ability.
On some occasions they can be weaker, on some stronger, so that the child experiences what winning and losing are like. But one must certainly find the right proportion. In childhood they should play rapidly, so they should play many blitz matches and those with a short time limit. First one should learn the movements of the king.
Whoever does this first wins. If some king can stand next the other, then the game ends without a decision. When we had learned this well, we added the next piece, the pawn. In this game the goal was the same: to get to the other side. After several days we added the rook, then the knight. After weeks we arrived at the queen.
Possessing this knowledge, we played great pawn battles during the following weeks. That is, only the pawns and the two kings were on the board. After a pawn changed to a queen we played until mate. The children really liked this. This is most difficult for children, but not truly a problem, although one must carefully practice this. Later we became acquainted with the simplest mating moves.
First I collected around 1, one-move mate diagrams; later I found two-, three-, and four-move mate diagrams and posed them as problems.
Only after this did we begin playing real chess. The time we spent getting there lasted about months. We should not begrudge the time for this! In this way we assimilate very deeply and solidly not only rudimentary knowledge, but the children become accustomed to the carefully considered and foundational game, work. Possessing solid knowledge, they simply and easily learned the later tasks.
The possessed resolution, and self-confidence, and arrived at success.
Bring Up Genius! (Nevelj zsenit!)
They experienced the knowledge and enjoyment of its use. On grades and competition: If the instruction is good, one has no need of giving grades. In addition, this truly makes no sense in chess. I would rather arrange various in- and inter-class contests. It is worth sending children to foreign competitions only if we feel that they will do well there. Competition only makes sense when it is evident that it will develop those who are capable of it, and can inspire greater accomplishments on the basis of the results.
We should never drive students to failure. And on the end goal: An important function of genius education is instilling the capability for self-education. It starts with establishing in the child independent interests. Little by little we can instill in them self-education, independence, and creative work.
The pedagogical co-worker cannot always stay at their side. So one of the most important educational tasks is to teach self-education. The latter contributes to, among other things, the child liking what they do, and in their life work is not separate from hobbies.
And unrelated to child-rearing, but very related to a previous discussion on this blog: The fact is that today a newborn baby, being Jewish, has a much greater chance, by the statistics of Nobel prizes , at this prize, than if they are born in a non-Jewish family.
This seems to many to be genetically determined.
Bring Up Genius! (Nevelj zsenit!)
I have a completely different opinion. And most of the Hungarian Nobel prize-winners were Jews. However, I claim that this is also socially determined.
To mention a few factors: The first essential point is that Jewish families — partly because of strong traditions — are relatively stable, and they are always very concerned with education. Another reason comes from the minority status of Jews and from the frequent persecutions throughout their history. How do these factors contribute to the development of the mind? From a negative side in this way, that because of the always disadvantageous situation of the Jews they always had to appear in almost everything doubly more capable than others.
Because of the frequent persecution they knew that at any time they might have to leave their homes, dwellings, and even homelands, and begin lives elsewhere. So what is fixed in Jewish tradition? And their knowledge bore fruit everywhere. Similarly, Jews most often do not know to what degree they are — for example — Hungarian, or Jewish, or both. This situation is difficult to clarify to themselves. Because of it they constantly live with internal conflict. This makes them develop with open minds, a habit of problem-solving, and also develops their adaptability.
This can also cause certain negative qualities, for example over-sensitivity, loudness, aggression, extremism, being critical of oneself and others, a very strong ambition for accomplishments, over-driven activity, etc. At length. Twenty times. Interspersed with enthusiastic infodumps about how great Esperanto is.
But none of them have all their students grow up to be world-class chess grandmasters or the interdisciplinary equivalent. Why not?
Appealing to genetics can only take us so far. Both Polgar parents are undoubtedly geniuses. But a lot of wacky private schools get a steady supply of students with really smart parents. And I suspect Polgar himself was just a naturally gifted educator who was able to effortlessly instill passion for a subject.
Common-sense advice that lots of educators fail miserably at, admittedly. But common sense advice nonetheless. You just need a monomaniacal focus, a lot of free time, and hard-to-define talent.
I think I have a lead on how to get this last one. Polgar talks about how he devised his system by reading the biographies of former child geniuses like John Stuart Mill. It might be useful to repeat this project, if only to see whether someone else can absorb some of the same implicit lessons Polgar did, and gain the same breadth of knowledge he had.
This would be my next step from here if I wanted to try to learn more about education. By making them one team, things became easier, and the family has more things in common. Some psychologists worried that children could be jealous of each other, and hate each other.
But we brought them up properly, and this did not happen. Would I like to teach at such school? In theory yes, but in practice I am already burned out from the endless debates with authorities, the press, opinionated pedagogues and psychologists. I am really tired of that. The teachers in such school need to be protected from all this, so they can fully focus on their work.
Esperanto: the first step in learning foreign languages Our whole family speaks Esperanto. It is a part of our moral system, a tool for equality of people.
There are many prejudices against it, but the same was true about all progressive ideas. Some people argue by Bible that multiple languages are God's punishment we have to endure. Some people invested many resources into learning 2 or 3 or 4 foreign languages, and don't want to lose the gained position. Economically strong nations enforce their own languages as part of dominance, and the speakers of other languages are discriminated against. Using Esperanto as everyone's second language would make the international communication more easy and egalitarian.
But considering today's economical pressures, it makes sense to learn English or Russian or Chinese next. Esperanto has a regular grammar with simple syntax. It also uses many Latin, Germanic, and Slavic roots, so as a European, even if you are not familiar with the language, you will probably recognize many words in a text. This is an advantage from pedagogical point of view: you can more easily learn its vocabulary and its grammar; you can learn the whole language about 10 times easier than other languages.
It makes a great example of the concept of a foreign language, which pays off when learning other languages later. It is known that having learned one foreign language makes learning another foreign language easier.
Also, Esperanto would be a great first experience for students who have difficulty learning languages; they would achieve success faster. Chess 3. Why chess? Originally, we were deciding between mathematics, chess, and foreign languages.
Finally we chose chess, because the results in that area are easy to measure, using a traditional and objective system, which makes it easier to prove whether the experiment succeeded or failed. Which was a lucky choice in hindsight, because back then we had no idea how many obstacles we will have to face. If we wouldn't be able to prove our results unambiguously, the attacks against us would have been much stronger.
Chess seemed sufficiently complex it is a game, a science, an art, and a sport at the same time , so the risks of overspecialization were smaller; even if children would later decide they are tired of chess, they would keep some transferable skills. And the fact that our children were girls was a bonus: we were able to also prove that girls can be as intellectually able as boys; but for this purpose we needed an indisputable proof.
Although, people try to discount this proof anyway, saying things like: "Well, chess is simple, but try doing the same in languages, mathematics, or music! If you have a favorite hypothesis, for example a favorite opening, but you keep losing, you have to change your mind. There is an aesthetic dimension in chess; some games are published and enjoyed not just because of their impressive logic, but because they are beautiful in some sense, they do something unexpected.
And — most people are not familiar with this — chess requires great physical health. All the best chess players do some sport, and it is not a coincidence. Also it is organized similarly to sports: it has tournaments, players, spectators; you have to deal with the pain of losing, you have to play fair, etc. I don't have a "one weird trick" to teach children chess; it's just my general pedagogical approach, applied to chess.
Teach the chess with love, playfully. Don't push it too forcefully. Remember to let the child win most of the time.
Explain to the child that things can be learned, and that this also applies to chess. Don't worry if the child keeps jumping during the game; it could be still thinking about the game. Don't explain everything; provide the child an opportunity to discover some things independently. Don't criticize failure, praise success. Start with shorter lessons, only 30 minutes and then have a break. Start by solving simple problems. Let the child play against equally skilled opponents often.
For a child, it is better to play many quick games e. Participate in tournaments appropriate for the child's current skill.
We have a large library of different games. They are indexed by strategy, and by names of players. So the girls can research their opponent's play before the tournament. When a child loses the tournament, don't criticize them; the child is already sad.
Offer support; help them analyze the mistakes. When my girls write articles about chess, it makes them think deeply about the issue. All three parts of the game — opening, middle game, ending — require same amount of focus. Some people focus too much on the endings, and neglect the rest.
But at tournament, a bad opening can ruin the whole game. Susan had the most difficult situation of the three daughters. In hindsight, having her learn 7 or 8 foreign languages was probably too much; some of that time would be better spent further improving her chess skills. As the oldest one, she also faced the worst criticism from haters; as a consequence she became the most defensive player of them. The two younger sister had the advantage that they could oppose the same pressures together.
But still, I am sure that without those pressures, they also could have progressed even faster. Politicians influenced the decisions of the Hungarian Chess Association; as a result my daughters were often forbidden from participation at international youth competitions, despite being the best national players.
They wanted to prevent Susan from becoming the worldwide 1 female chess player. Once they even "donated" points to her competitor, to keep Susan at the 2nd place. Later they didn't allow her to participate in the international male tournaments, although her results in the Hungarian male tournaments qualified her for that.
The government regularly refused to issue passports to us, claiming that "our foreign travels hurt the public order". Also, it was difficult to find a trainer for my daughters, despite them being at the top of world rankings. Only recently we received a foreign help; a patron from Netherlands offered to pay trainers and sparring partners for my daughters, and also bought Susan a personal computer. A German journalist gave us a program and a database, and taught children how to use it.
The Hungarian press kept attacking us, published fake facts. We filed a few lawsuits, and won them all, but it just distracted us from our work. The foreign press — whether writing from the chess, psychological, or pedagogical perspectives — was fair to us; they wrote almost 40 articles about us, so finally even the Hungarian chess players, psychologists and pedagogues could learn about us from them. At the beginning, I was a father, a trainer, and a manager to my daughters. But I am completely underqualified to be their trainer these days, so I just manage their trainers.
Until recently no one believed women could play chess on level comparable with men. Now the three girls together have about 40 Guiness records; they repeatedly outperformed their former records. In a interview Karpov said: "Susan is extraordinarily strong, but Judit How can we make our children like chess? Some tips for teaching chess to 4 or 5 years old children. First, I made a blank square divided into 8x8 little squares, with named rows and columns. I named a square, my daughter had to find it; then she named a square and I had to find it.
Then we used the black-and-white version, and we were guessing the color of the named square without looking. Then we introduced kings, in a "king vs king" combat; the task was to reach the opposing row of the board with your king. Then we added a pawn; the goal remained to reach the opposing row. After a month of playing, we introduced the queen, and the concept of checkmate. Later we gradually added the remaining pieces knights were the most difficult.
Then we solved about thousand "checkmate in one move" puzzles. Then two moves, three moves, four moves. That took another 3 or 4 months. And only afterwards we started really playing against each other. To provide an advantage for the child, don't play with less pieces, because that changes the structure of the game. Instead, provide yourself a very short time limit, or deliberately make a mistake, so the child can learn to notice them.
Have patience, if some phase takes a lot of time. On stronger fundamentals, you can later build better. This is where I think our educational system makes great mistakes. Schools don't teach intensely, so children keep forgetting most of what they learned during the long spaces between the lessons. And then, despite not having fully mastered the first step, they move to the second one, etc. Chess and psychology Competitive chess helps develop personality: will, emotion, perseverance, self-discipline, focus, self-control.
It develops intellectual skills: memory, combination skills, logic, proper use of intuition. Understanding your opponent's weakness will help you. People overestimate how much IQ tests determine talent.
Measurements of people talented in different areas show that their average is only a bit above the average of the population. Emancipation of women Some people say, incorrectly, that my daughter won the male chess championship. But there is officially no such thing as "male chess championship", there is simply chess championship, open to both men and women. And then, there is a separate female chess championship, only for women, but that is considered second league.
I prepared the plan for my children before they were born. I didn't know I would have all girls, so I did not expect this special problem: the discrimination of women. I wanted to bring up my daughter Susan exactly according to the plan, but many people tried to prevent it; they insisted that she cannot compete with boys, that she should only compete with girls. Thus my original goal of proving that you can bring up a genius, became indirectly a goal of proving that there are no essential intellectual differences between men and women, and therefore one can't use that argument as an excuse for subjugation of women.
People kept telling me that I can only bring up Susan to be a female champion, not to compete with men. But I knew that during elementary school, girls can compete with boys.
Only later, when they start playing the female role, when they are taught to clean the house, wash laundry, cook, follow the fashion, pay attention to details of clothing, and try getting married as soon as possible — when they are expected to do other things than boys are expected to do — that has a negative impact on developing their skills.
But family duties and bringing up children can be done by both parents together. Women can achieve same results, if they can get similar conditions. I tried to do that for my daughters, but I couldn't convince the whole society to treat them the same. We know about differences between adult men and women, but we don't know whether they were caused by biology or education.
And we know than e. This is an evidence in favor of equality. We do not know what children growing up without discrimination would be like. On the other hand, the current system also provides some advantages for women; for example the female chess players don't need to work that hard to become the female elite, and some of them don't want to give that up. Such women are among the greatest opponents of my daughters. The meaning of this whole affair 4.
Family value I am certain that without a good family background the success of my daughters would not be possible. It is important, before people marry, to have a clear idea of what expect from their marriage. When partners cooperate, the mutual help, the shared experiences, education of children, good habits, etc.
Children need family without conflicts to feel safe. But of course, if the situation becomes too bad, the divorce might become the way to reduce conflicts. To bring up a genius, it is desirable for one parent to stay at home and take care of children.
But it can be the father, too. She was good at math; at the age of four she already learned the material of the first four grades. Once she found chess figures in the box, and started playing with them as toys.
So, we could have chosen math or foreign languages, but we felt that Susan was really happy playing chess, and she started being good at it. But our parents and neighbors shook their heads: "Chess? For a girl? Why do you allow your husband to play chess with Susan? People are concerned whether my children had real childhood. I think they are at least as happy as their peers, probably more.
I always wanted to have a good, peaceful family life, and I believe I have achieved that. Being a minority It is generally known that Jewish people achieved many excellent results in intellectual fields. Some ask whether the cause of this is biologic or social. I believe it is social.
First, Jewish families are usually traditional, stable, and care a lot about education. They knew that they will be discriminated against, and will have to work twice as hard, and that at any moment they may be forced to leave their home, or even country, so their knowledge might be the only thing they will always be able to keep.
Jewish religion requires parents to educate their children since early childhood; Talmud requires parents to become the child's first teachers.
Witnesses of the genius education: the happy children I care about happiness of my children. But not only I want to make them happy, I also want to develop their ability to be happy. And I think that being a genius is the most certain way. The life of a genius may be difficult, but happy anyway.
On the other hand, average people, despite seemingly playing it safe, often become alcoholics, drug addicts, neurotics, loners, etc. Some geniuses become unhappy with their profession. But even then I believe it is easier for a genius to change professions. But the average childhood is actually not as great as people describe it; many people do not have a happy childhood.
Parents want to make their children happy, but they often do it wrong: they download them expensive toys, but they don't prepare them for life; they outsource that responsibility to school, which generally does not have the right conditions.
And when parents try to fully develop the capabilities of their children, instead of social support they usually get criticism.
People will blame them for being overly ambitious, for pushing the children to achieve things they themselves failed at. I personally know people who tried to educate their children similarly to how we did, but the press launched a full-scale attack against them, and they gave up. My daughters' lives are full of variety. They have met famous people: presidents, prime ministers, ambassadors, princess Diana, millionaires, mayors, UN delegates, famous artists, other olympic winners.
They appeared in television, radio, newspapers. They traveled around the whole world; visited dozens of famous places. They have hobbies. They have friends in many parts of the world. And our house is always open to guests. Make your life an ethical model People reading this text may be surprised that they expected a rational explanation, while I mention emotions and morality a lot. But those are necessary for good life.
Everyone should try to improve themselves in these aspects. The reason why I did not give up, despite all the obstacles and malice, is because for me, to live morally and create good, is an internal law.
I couldn't do otherwise. I already know that even writing this very book will initiate more attacks, but I am doing it regardless. And morality is also a thing we are not born with, but which needs to be taught to us, preferably in infancy.
And we need to think about it, instead of expecting it to just happen. And the schools fail in this, too. I see it as an integral part of bringing up a genius.
One should aim to be a paragon; to live in a way that will make others want to follow you. Learn and work a lot; expect a lot from yourself and from others.
Give love, and receive love. Live in peace with yourself and your neighbors. Work hard to be happy, and to make other people happy. Be a humanist, fight against prejudice. Protect the peace of the family, bring up your children towards perfection. Be honest.Ericsson had demonstrated the remarkable way people can train their memory to recall more than consecutive digits.
This is a really short read, so I won't dissuade anyone from reading this, particularly if you are not actively teaching, you might find this book more informative than I did. People overestimate how much IQ tests determine talent. Today's schools set a very low bar, and are intolerant towards people different from the average by their talent or otherwise. She was a risk taker, an overpowering attacker; Susan was more defensive, while Sofia, also aggressive, was distracted by a blossoming interest in art and design she was often caught reading books in the bathroom late at night.
Dec 07, Amgad Ajloni is currently reading it. Recommended to Hilary by: Likewise: One should have great patience.