The Lives and Achievements of Four Extraordinary Australians: A Master, a Maker, an Introspector and an Influencer

Abstract

The focus in this chapter is on the societal contributions of gifted individuals and the implications for education. This discussion is underpinned by Gardner’s (Extraordinary minds: Portraits of four exceptional individuals and an examination of our own extraordinariness. Basic Books, New York, 1997) notion of an exemplary creator (EC) and the roles that these individuals assume as a Maker, a Master, an Introspector or an Influencer. Following an overview of Gardner’s theory of ECs and the associated societal roles, four Australians representative of these roles were selected for investigation: Victor Chang (Master), Elizabeth Blackburn (Maker), Richard Flanagan (Introspector) and May Gibbs (Influencer). Using a bibliographic approach, the lives of these individuals were explored. The investigations revealed that the ECs’ childhoods (a) created environments for their interests to flourish, (b) provided reference points for their work, (c) inspired a career direction or (d) provided the foundations for intercultural competence. Further, each of these ECs actively pursued advanced knowledge studying or working at the forefront of knowledge in their discipline. Further, resiliency was also a strong characteristic of each of these ECs. This investigation has four implications for gifted education. First, potential ECs may be found anywhere because achievement of EC status transcends a time period, location, discipline, socio-economic status and culture. Second, becoming an EC requires concerted long-term effort and support. Hence, gifted individuals need opportunities to pursue knowledge in their passion area beyond what is required for school. Third, resilience needs to be promoted because learning how to deal with and overcome failure is just as important as learning content. Finally, an EC can undertake vastly different roles within society as a Master, a Maker, an Introspector or an Influencer. Hence, education should provide opportunities to foster these roles within individuals. To provide a foundation for such education, research is needed about these societal roles and how they manifest in ECs across the lifespan.