Shavinina, L.V. & Ferrari, M. (2004). Beyond knowledge: Extracognitive aspects of developing high ability. Reviewed by Elizabeth Jordan, University of British Columbia

Shavinina, L.V. & Ferrari, M. (2004). Beyond knowledge: Extracognitive aspects of developing high ability. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers Pp. 248 $69.95 (Hardcover)   ISBN 0-8058-3991-7 Reviewed by Elizabeth Jordan University of British Columbia May 6, 2005 This is an edited book consisting of 11 essays detailing the nature of the extracognitive aspects of high ability and creativity. It is appropriate that a book like this comes along as we enter the 100th anniversary of Albert Einstein’s epic year when he published four papers that changed the focus of physics. Broad ranging in their coverage (Brownian motion to Relativity) it was reminiscent of Sir Isaac Newton who developed the idea of universal gravity and invented calculus at the age of 23. Both of these men exemplify the aspects of creativity and high ability that appear to go beyond an understanding of cognition and intelligence to that of extracognition. This extracognitive aspect appears to be an individual quality that combined with high ability produces exceptional achievement. It is specifically an understanding of the elusive qualities held by these men, and many others, this text attempts to clarify. Psychologists have attempted to understand the essence of high ability and creativity from the time of Sir Francis Galton in the late 1800’s. After working within the areas of cognition, development, personality and social influences it has become apparent that there is something beyond these qualities, or extracognitive, that defines the nature of high ability and creativity. This book pulls together experts in various fields to try to build a better understanding of the elements necessary for the expression of this highly prized characteristic. The book is divided into five sections allowing multiple authors to build arguments essential to constructing the individual facets of the extracognitive aspects of creativity. Part I, the Introduction by Shavinina and Ferrari, lays the groundwork for the book. They introduce the reader to an historical overview of the research literature on giftedness, talent, creativity, genius, child prodigies, innovation and wisdom. This is vital since it provides the rationale for the limitations of the research and the need more understanding of this construct. Delving into research on personality traits associated with high ability and investigating the social factors that encourage development of human talents lead to the obvious conclusion that there is more to it than possessing qualities such as motivation, hard work and enthusiasm. Part II introduces the reader to aspects of extracognition. Mark Runco discusses the role of personal assimilation in creativity and the essential need for “ego-strength” which is required when individuals deviate outside of society’s norm. He offers ideas for educators to assist in the development and support of personal creativity within children. While most educators understand the need for supporting environments examples can be given of extraordinary advances made under less than conducive circumstances. Gudmund J. W. Smith deals with the notion that creative functioning requires an “open communication between conscious experiences and preconscious layers of the mind” (p. 36). He summarizes the area of situational experiences which influence us all personally, emotionally and creatively. However, in the end, Smith states that true extraordinary creative endeavors are often more the result of an inner tension than outside environmental experiences. Dean Keith Simonton discusses the role that qualities such as chance and luck play in producing creative advances. He analyzes each factor in the qualities of chance and luck by comparing details of acknowledged leaders in areas such as science and music with their personal histories. In this way he finds that while there is acknowledged high ability and expertise in a field each person underwent events that developed some personal discipline that enabled their creative effort to flourish. In other words, “exceptional creators have the capacity and inclination to ensure that luck is on their side. They exploit chance to produce genius.” p. 67 Larisa V. Shavinina and Kavita L. Seeratan introduce a synthesis of autobiographical and biographical findings on Nobel laureates and other gifted people to discuss their mental functioning. In this paper references are made directly to the extracognitive aspects of giftedness by these noted individuals. A high degree of metacognition is displayed by the acknowledgment of an understanding of their own creativity and an awareness of the role extracognitive aspects play in their endeavors. Of particular interest are quotes such as “feelings of direction”, “feelings of mathematical beauty” and “intuitive flair” that help the reader develop and expand the construct of extracognition. Once again ideas are extended that have educational implications. Part III deals with the development of extracognitive aspects begining with Michael J. Howe arguing the necessity for qualities such as a highly developed work ethic, perseverance, and a certain amount of interpersonal skills. For the development of talent, Deborah A. Greenspan, Becca Solomon and Howard Gardner researched talented youth and expand on the interplay between three essential factors: “the individual’s relationship to the activity, the types of influences on which he draws, and the domain in which the child participates” (p.132). Rena F. Subotnik expands the research on talented youth to a very detailed study involving the Juilliard School and its view of developing professional artists. This study expands on the essential factors identified above to a development of strategies and techniques based on those found at the Juilliard School that are relevant to academic training. Part IV deals with the extracognitive aspects and the ideal ends of development. Robert Sternberg opens this section with a paper on the theory of giftedness in wisdom. Through a detailed discussion of the theory itself, Sternberg argues that we need to understand that intelligence is not the same as wisdom and also that wisdom is what enables individuals to use knowledge for good ends. This paper opens up another aspect of giftedness, its value to the good of humanity. Jin Li expands this idea and analyzes wisdom and giftedness from the socio-cultural perspective of the Chinese. Supporting Sternberg’s theory, Jin Li develops the embedded cultural values that emphasize intelligence, ability and excellence along with moral character and virtue. Part V brings a conclusion by Michael Ferrari on “Educating Selves to Be Creative and Wise”. As Ferrari states, the summation of these individual papers is a hard task. The extracognitive aspect of creativity is often difficult to “pin down”, but Ferrari does an excellent job of synthesizing these papers. The strength of this book is in the richness of the material and its readability. The papers combine together to provide an excellent view of current understanding of those aspects of creativity that lie beyond intelligence. Almost immediately it becomes apparent that beyond an extraordinary intellect and/or talent a crucial aspect of creativity is the personal journey. Experiences and people are often equal in their influence, along with some internal factor, that allows a blossoming of new and unique ideas. Suggestions are mentioned throughout to assist educators who are attempting to encourage the seed of creativity within their students. This combined with moral character and value development should enhance creative spirit. About the Reviewer Elizabeth Jordan has been in the Department of Educational and Counselling Psychology and Special Educaiton at the University of British Columbia for 16 years. Her areas of interest include Gifted education, Teacher Education and Problem-Based Learning.