Using open curriculum to ignore boring courses?

Waiting2exhale
Wed, 30 Dec 2015 15:55:30 +0000

@arwarw: I know what OP posted here, but also saw that OP slightly bristled at your mention of EQ, which had to be your way of pointing out that such intense focus can make one seem narrow and one-dimensional.

That response by OP indicates that while the OP came to this thread and presented in a rather bulldozer-through-earth way, he/she is sensitive and aware (perhaps) that such a presentation can engender inquiries and suspicion that there is not “more” to OP’s profile/personality/presentation/character.

My follow-up to your later, gentler comment was one which was intended to buttress OP, despite the turns this thread had taken, despite my first comment to OP, despite the EQ mention, and in light of all of it at the same time.

I think that living with my son, we could often see many of those same traits as things he would use as buffers against the world, and in furtherance of his self-identification. Sometimes we wondered if he knew that when he was strident on a point that he was a little too strident. Don’t think he did/does. However, he found just the right mixture of things that helped him to become less linear, and to really stretch in ways that were (and still are) wonderful to see.

Yes, he is quite enjoying MIT. He is growing, and growing up and growing less conscious of his “differentness” because he is in a land of people who get him, who respond to him, who push him. (He has younger sisters and it is their job to make him know that he is a big, gangly, stupid, boring, brother.)

I am no longer surprised at the multidimensional aspect of kids who intensely focus, particularly. I am moreso amazed by young people in general.