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Anthony Baloukas

Is Genius Born or Can It Be Learned? - TIME - 0 views

www.time.com/...0,8599,1879593,00.html

nature nurture genius curiosity psychology achievement.

shared by Anthony Baloukas on 06 Apr 13 - Cached
  • geniuses are the result of both good genes and good surroundings.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This answers the question to my TFAD project. 
  • Geniuses are those who "have the intelligence, enthusiasm, and endurance to acquire the needed expertise in a broadly valued domain of achievement" and who then make contributions to that field that are considered by peers to be both "original and highly exemplary."
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      The definition of genius, and what it takes to actually be a special human being. 
  • How to produce genius is a very old question, one that has occupied philosophers since antiquity.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      It's interesting to see that this question has been asked for a long time. If it were possible to produce a genius, would we eventually all live in a society filled with gifted individuals?
  • ...4 more annotations...
  • There are IQ tests
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      There is a procedure to determine whether someone is a genius or not. 
  • the debate over what leads to genius has been dominated by a bitter, binary argument: is it nature or is it nurture — is genius genetically inherited, or are geniuses the products of stimulating and supportive homes?
  • "open to experience, introverted, hostile, driven, and ambitious."
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This is aid to be the main characteristics of a genius. 
  • Personality traits also matter.
Anthony Baloukas

Is Genius Borne of Nature or Nurture? - 0 views

chicpockets.hubpages.com/...ius-Borne-of-Nature-or-Nurture

genius nature nurture creativity intelligent mind

shared by Anthony Baloukas on 06 Apr 13 - No Cached
  • Nurture would include education, parenting, learning, and time invested into the subject’s amount of learning.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This is what a person is given through his/her environment when growing up.
  • Nature is the way we automatically perceive without instruction.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This is what a person is given through genetics.
  • A student who is unexposed to academic curriculum cannot be expected to perform algebra simply by instinct.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      Example of how one could pretty much guide their child to be anything they want it to be. Whether it be successful, intelligent, athletic..
  • ...4 more annotations...
  • Genius can be learned, it can be natural, but most importantly: it should be used.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      Perhaps there aren't ways to necessarily produce a genius, but we can for sure push a person to reach his/her full potential. 
  • Galileo, who applied his scholarly knowledge and found truth. Alexander the Great, tactically in battle. Benjamin Franklin, the inventor of many modern devices. Albert Einstein, a superb and original scholar. Andy Warhol, for his outstandingly appealing original creativity. Bill Gates, a technological thinker who applied his knowledge creatively.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      Examples of great geniuses in history
  • Therefore, we must assess that nature and nurture together combine to bring opportunity for genius.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      It has been concluded that both nature and nurture are combined to create what we call a "genius"
  • creativity is a part of our nature.
Jenn Orleans

Pattern Detection: Exploring the Difference between Expert and Genius - 2 views

www.nlp-world.com/...ence-between-expert-and-genius

shared by Jenn Orleans on 02 May 13 - No Cached
    • Jenn Orleans
      Jenn Orleans on 02 May 13
       
      makes it easier on brain to detect patterns, not used to random
  • patterns that
  • What a genius does for our purposes as used here is create new ways of operating within the field of their genius. They create patterns that do not yet exist. A genius, as used here, is capable of generating a pattern that has never been used before or in using an existing pattern in a way or ways that it has never been used before.
  • ...2 more annotations...
  • pattern dependent”
  • pattern dependent
  • Jenn Orleans on 02 May 13
     
    it is easier to detect things when we create patterns therefore we create patterns that sometimes don't even exist.  It is second nature to human beings to create this because it makes a clear understanding.This is a reliable source because it is a study done by the international NLP community with a doctor. 
Lauren Ganze

The Unexpected Link Between Schizophrenia and Creativity | Suite101.com - 0 views

samantha-thorpe.suite101.com/phrenia-and-creativity-a336538

schizophrenia creativity psychology

shared by Lauren Ganze on 04 Apr 12 - No Cached
  • Schizophrenia in itself is a maladaptive phenomenon
  • genes for paranoia encourage a healthy defensiveness in threatening environments
  • just the right degree of social strife to facilitate the splitting of overlarge groups in primitive societies
  • ...18 more annotations...
  • the only substantial research exploring a positive social benefit for psychosis has focused on creativity.
    • Lauren Ganze
      Lauren Ganze on 04 Apr 12
       
      Creativity is definitely an advantage
  • A schizophrenic's abnormal behaviour and communication styles may in fact lead to incredible and unique creativity,
  • general agreement that creativity involves the production of novel, useful products"
  • multi-trait, multi-method analyses
  • produce novel and quality ideas and products.
  • Perhaps some of their executive problems, for example their problems with verbal fluency tests, can actually give rise to creativity?
  • The importance of creativity for mankind is undeniable
  • Nancy Andreasen (2006) and Kay Redfield Jamison (1994) have done, finding high levels of mood disturbance and disorder in their samples of creative writers and artists, supporting this link between psychosis and creativity
  • claims to link genius with madness.
  • DARPP-32
  • Three quarters of all people inherit a version of this gene; it then enhances the brain’s ability to think by improving the information processing in the prefrontal cortex.
  • his gene also shapes and controls the nerve circuit closely involved with schizophrenia, hence the connection between genius and madness.
  • This also suggests that schizophrenia may be the downside to an evolutionary change that improved our chances of survival and our fitness, by improving our intelligence and creativity.
  • He found that first-degree relatives of psychotic patients are found to be more successful in attaining recognition in several fields of intellectual endeavour than the general population of the area in which he studied: Iceland. He also found that the fields in which they attained recognition were areas of creative and scholarly excellence.
  • It could be perhaps that although psychosis can cause enhanced creativity, the patient is too inhibited by their condition to use it to their advantage.
  • over-inclusive thinking, would facilitate originality which, in optimum circumstances, would lead to creativity.
  • Meyer-Lindenberg and colleagues in the NIMH Genes, Cognition and Psychosis program
  • Lauren Ganze on 04 Apr 12
     
    link between schizophrenia and creativity - may be evolutionary
Chrissy Le

Harvard Education Letter - 2 views

www.hepg.org/524

leadership research 21stCenturySkills

shared by Chrissy Le on 03 Feb 12 - No Cached
  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 12
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
      Emilie L on 07 Feb 12
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
      Julian Pendenza on 07 Feb 12
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 08 Feb 12
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
      Matthew Schaffer on 08 Feb 12
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
      Ally Talarico on 08 Feb 12
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
      mauromongiat on 08 Feb 12
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
      Camil Darwiche on 08 Feb 12
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
      michelle tappert on 08 Feb 12
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
      Lauren Ganze on 08 Feb 12
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
      Julian Posteraro on 08 Feb 12
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
      Eli Michon on 08 Feb 12
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
      Giuliano Musacchio on 08 Feb 12
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
      kelsey sazant on 08 Feb 12
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
      Chrissy Le on 08 Feb 12
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
      Jordyn Shell on 04 Feb 12
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
      Joe Inhaber on 08 Feb 12
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
      vanessa parent on 08 Feb 12
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
Emilie L

The Mind of the Narcissist - 0 views

malignantselflove.tripod.com/msla.html

shared by Emilie L on 02 Apr 12 - No Cached
    • Emilie L
      Emilie L on 02 Apr 12
       
      himself vs. reflection: major point
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic). Others confine their lack of self-love to certain of their traits, to their personal history, or to some of their behaviour patterns. Yet others feel content with who they are and with what they are doing (ego-syntonic). But one group of people seems distinct in its mental constitution – narcissists.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * keyword: distinct mental constitution (that differs from all the different kinds of confidence kinda brain traits)
  • Loving your True Self is healthy, adaptive, and functional. Loving a reflection has two major drawbacks: One depends on the existence and availability of the reflection to produce the emotion of self-love. The absence of a "compass", an "objective and realistic yardstick", by which to judge the authenticity of the reflection. In other words, it is impossible to tell whether the reflection is true to reality – and, if so, to what extent.
  • ...40 more annotations...
  • Narcissus is not in love with himself. He is in love with his reflection
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic).
  • the narcissist is preoccupied with projecting a loveable image, albeit compatible with his self-image (the way he "sees" himself).
  • If he cannot love himself – he must love his reflection
  • ut to love his reflection – it must be loveable
  • they direct their love to other people's impressions of them. He who loves only impressions is incapable of loving people, himself included.
  • The more successful this projected image (or series of successive images) is in generating Narcissistic Supply (NS) – the more the narcissist becomes divorced from his True Self and married to the image.
    • Emilie L
      Emilie L on 02 Apr 12
       
      Meaning, the better he is capable of mentally creating better image for himself in the eyes of others (therefore his 'reflection') the more he becomes 'in love' with the idea of himself then who he truly is
  • he prefers his image
  • The narcissist, therefore, is not selfish – because his True Self is paralysed and subordinate
    • Emilie L
      Emilie L on 02 Apr 12
       
      * very good point
  • narcissist is not attuned exclusively to his needs. On the contrary: he ignores them because many of them conflict with his ostensible omnipotence and omniscience. He does not put himself first – he puts his self last. He caters to the needs and wishes of everyone around him – because he craves their love and admiration. It is through their reactions that he acquires a sense of distinct self. In many ways he annuls himself – only to re-invent himself through the look of others. He is the person most insensitive to his true needs.
  • rains himself of mental energy in this process. This is why he has none left to dedicate to others
    • Emilie L
      Emilie L on 02 Apr 12
       
      he is so focused in pleasing everyone else to this image that he has no time to dedicate himself to others = lack of empathy
  • Why should people indulge the narcissist, divert time and energy, give him attention, love and adulation? The narcissist's answer is simple: because he is entitled to it
  • Clinical data show that there is rarely any realistic basis for these grandiose notions of greatness and uniqueness.
    • Emilie L
      Emilie L on 02 Apr 12
       
      meaning there is nothing really extravagant or particular about them that they should (or could even be really driven!!) to be narcissistic 
  • Actually, he feels betrayed, discriminated against and underprivileged because he believes that he is not being treated fairly, that he should get more than he does
  • With time, he comes to regard those around him as mere instruments of gratification, as two-dimensional cartoon figures with negligible lines in the script of his magnificent life.
    • Emilie L
      Emilie L on 02 Apr 12
       
      bases his own happiness on what others are doing around him + their reflection of him
  • He is a habitual "people-junkie"
  • The narcissist is forced to use other people in order to feel that he exists
  • A personality whose very existence is a derivative of its reflection in other people's minds is perilously dependent on these people's perceptions. They are the Source of Narcissistic Supply (NSS). Criticism and disapproval are interpreted as a sadistic withholding of said supply and as a direct threat to the narcissist's mental house of cards.
  • he reacts to what he perceives to be a danger to the very cohesion of his self. Thus, every minor disagreement with a Source of Narcissistic Supply – another person – is interpreted as a threat to the narcissist's very self-worth.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * big point
  • The narcissist does not suffer from a faulty sense of causation. He is not oblivious to the likely outcomes of his actions and to the price he may have to pay. But he doesn't care.
  • He would rather discern disapproval and unjustified criticism where there are none then face the consequences of being caught off-guard.
  • that the narcissist cannot take chances. He would rather be mistaken then remain without Narcissistic Supply
  • blames others for his behaviour
    • Emilie L
      Emilie L on 02 Apr 12
       
      again, lack of humility
  • The narcissist – wittingly or not – utilises people to buttress his self-image and to regulate his sense of self-worth. As long and in as much as they are instrumental in achieving these goals, he holds them in high regard, they are valuable to him
  • This is a result of his inability to love others: he lacks empathy, he thinks utility, and, thus, he reduces others to mere instruments
  • He sees them only through this lens.
  • In 1977 the DSM-III criteria included: An inflated valuation of oneself (exaggeration of talents and achievements, demonstration of presumptuous self-confidence); Interpersonal exploitation (uses others to satisfy his needs and desires, expects preferential treatment without undertaking mutual commitments); Possesses expansive imagination (externalises immature and non-regimented fantasies, "prevaricates to redeem self-illusions"); Displays supercilious imperturbability (except when the narcissistic confidence is shaken), nonchalant, unimpressed and cold-blooded; Defective social conscience (rebels against the conventions of common social existence, does not value personal integrity and the rights of other people).
    • Emilie L
      Emilie L on 02 Apr 12
       
      1977 Criteria to Narcissistics * very interesting, gives personality traits + actions 
  • The narcissist is portrayed as a monster, a ruthless and exploitative person. Yet, inside, the narcissist suffers from a chronic lack of confidence and is fundamentally dissatisfied. This applies to all narcissists. The distinction between "compensatory" and "classic" narcissists is spurious. All narcissists are walking scar tissue, the outcomes of various forms of abuse.
    • Emilie L
      Emilie L on 02 Apr 12
       
      strong on the outside, weak on the inside * contradicts with the other article I read earlier..
  • Freud (1915) offered a trilateral model of the human psyche, composed of the Id, the Ego, and the Superego.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * find further research
  • According to Freud, narcissists are dominated by their Ego to such an extent that the Id and Superego are neutralised. Early in his career, Freud believed narcissism to be a normal developmental phase between autoeroticism and object-love. Later on, he concluded that linear development can be thwarted by the very efforts we all make in our infancy to evolve the capacity to love an object (another person).
  • This choice – to concentrate on the self – is the result of an unconscious decision to give up a consistently frustrating and unrewarding effort to love others and to trust them.
  • The frustrated and abused child learns that the only "object" he can trust and that is always and reliably available, the only person he can love without being abandoned or hurt – is himself.
    • Emilie L
      Emilie L on 02 Apr 12
       
      ouuuu
  • So, is pathological narcissism the outcome of verbal, sexual, physical, or psychological abuse (the overwhelming view) – or, on the contrary, the sad result of spoiling the child and idolising it (Millon, the late Freud)?
    • Emilie L
      Emilie L on 02 Apr 12
       
      What makes a narcissistic (i.e., triggers it?)
  • Overweening, smothering, spoiling, overvaluing, and idolising the child – are also forms of parental abuse.
    • Emilie L
      Emilie L on 02 Apr 12
       
      Too much love can apparently ruin a child
  • This is because, as Horney pointed out, the smothered and spoiled child is dehumanised and instrumentalised. His parents love him not for what he really is – but for what they wish and imagine him to be: the fulfilment of their dreams and frustrated wishes. The child becomes the vessel of his parents' discontented lives, a tool, the magic airbrush with which they seek to transform their failures into successes, their humiliation into victory, their frustrations into happiness. The child is taught to give up on reality and adopt the parental fantasies. Such an unfortunate child feels omnipotent and omniscient, perfect and brilliant, worthy of adoration and entitled to special treatment. The faculties that are honed by constantly brushing against bruising reality – empathy, compassion, a realistic assessment of one's abilities and limitations, realistic expectations of oneself and of others, personal boundaries, team work, social skills, perseverance and goal-orientation, not to mention the ability to postpone gratification and to work hard to achieve it – are all lacking or missing altogether. This kind of child turned adult sees no reason to invest resources in his skills and education, convinced that his inherent genius should suffice. He feels entitled for merely being, rather than for actually doing (rather as the nobility in days gone by felt entitled not by virtue of its merits but as the inevitable, foreordained outcome of its birth right). The narcissist is not meritocratic – but aristocratic.
    • Emilie L
      Emilie L on 02 Apr 12
       
      too much love explained: the child is smothered by love and thus thinks theres a reason for it nana the world revolves around me because mummy and Daddy think so I am there pride and joy, because I am in fact an angel... now look at me I am a narcissitic and it's like a legit mental disorder.
  • This is Millon's mistake. He makes a distinction between several types of narcissists. He wrongly assumes that the "classic" narcissist is the outcome of parental overvaluation, idolisation, and spoiling and, thus, is possessed of supreme, unchallenged, self-confidence, and is devoid of all self-doubt.
  • Yet, this distinction is both wrong and unnecessary. Psychodynamically, there is only one type of pathological narcissism – though there are two developmental paths to it. And all narcissists are besieged by deeply ingrained (though at times not conscious) feelings of inadequacy, fears of failure, masochistic desires to be penalised, a fluctuating sense of self-worth (regulated by NS), and an overwhelming sensation of fakeness.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * much importanto: there is only reaaally one type of narcissism despite having two different paths to it i. too much love ii. not enough 
  • hey tend to ignore him – or actively abuse him – when these needs are no longer pressing or existent.
  • The narcissist's past of abuse teaches him to avoid deeper relationships in order to escape this painful approach-avoidance pendulum. Protecting himself from hurt and from abandonment, he insulates himself from people around him. He digs in – rather than spring out.
  • This shocking revelation deforms the budding Ego. The child forms a strong dependence (as opposed to attachment) on his parents. This dependence is really the outcome of fear, the mirror image of aggression. In Freud-speak (psychoanalysis) we say that the child is likely to develop accentuated oral fixations and regressions. In plain terms, we are likely to see a lost, phobic, helpless, raging child.
    • Emilie L
      Emilie L on 02 Apr 12
       
      child-like ego problems: strong dependence on parents creates a super vulnerable child
  • Emilie L on 02 Apr 12
     
    "The World of the Narcissist (Essay)" - tons of information +lots to read through, primary resource! like a fountain of info on narcissists. Reliability: not many ads, written by a doctor (has his CV published online, http://samvak.tripod.com/cv.html), wrote two books- one of which is an "ebook"
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