A commonly raised criticism against celebrity culture is that it celebrates people who become famous without any connection to their skills, talents or achievements. A culture in which people become famous simply for being famous is criticized for being shallow and inauthentic. In this paper we offer a defence of celebrity by arguing against this criticism. We begin by outlining what we call the Talent Argument: celebrity is a negative cultural phenomenon because it creates and sustains fame without any (...) connection to the accomplishments that arise from an expression of talent or skill. By appealing to the metaphysics of talent and skill, we argue against the Talent Argument and propose that being a celebrity requires the skills that are necessary to acquire and maintain one’s status as a celebrity. A celebrity is more likely to be talented and successful in their expression of these skills, and even celebrities who are ‘famous for being famous’ will often display talents and skills that give rise to their fame. This means that those who critique celebrity culture should not do so by appealing to the Talent Argument. We show how our account of celebrity, talent and skill works to reject both the strong version of the Talent Argument, as well as a weaker and more plausible version of the argument we call the Valuable Talents argument. We conclude by noting that our analysis has demonstrated the need to explore more closely the kinds of skills that are necessary to cultivate celebrity status. This allows for a more nuanced understanding of what a celebrity is, and the values that are attached to celebrity culture. (shrink)

This paper compares Joseph Heath’s critique of the just deserts rationale for markets with an earlier critique due to Frank Knight, Milton Friedman, and Friedrich Hayek. Heath shares their emphasis upon the role of luck in prices based on supply and demand. Yet he avoids their claim that the inheritance of human capital is on a moral par with the inheritance of ordinary capital, as a basis for unequal shares of the social product. Heath prefers to argue that markets do (...) not tend to reward talent as such. The paper raises some doubts about this factual claim, and argues that sweeping the issue of talent under the rug threatens to make our theory of justice less egalitarian than it would otherwise be. The paper also addresses the objection that claims of unfairness based on the arbitrariness of the distribution of innate abilities will undermine self-respect. (shrink)

Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, (...) opportunities, habits, training, and practice are the real determinants of excellence. Key Words: exceptional ability; expertise; gift; innate capacity; music; potential; prodigy; specific ability; talent. (shrink)

This chapter contains section titled: I II III Acknowledgement.

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she (...) simply cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

Talents often play a significant role in our personal and social lives. For example, our talents may shape the choices we make and the goods that we value, making them central to the creation of a meaningful life. Differences in the level of talents also affect how social institutions are structured, and how social goods and resources are distributed. Despite their normative importance, it is surprising that talents have not yet received substantial philosophical analysis in their own right. As a (...) result, the current literature is rife with conceptual ambiguity: a talent is referred to as all of a skill, potential, ability, capacity, endowment, and a natural gift. In response to this confusion, in this paper I develop an account of what a talent is, based on the debate concerning the metaphysics of ability and dispositions. I argue for a position that I call ‘talent dispositionalism’: S has a talent for skill A in circumstances C iff S has the general disposition to excellently develop and maintain A when, in circumstances C, she tries to excellently develop and maintain A. On this account, a talent is not the skill itself, but a general iterated ability for the excellent development and up-keep of a particular skill, constituted by an agent’s dispositional properties. I defend the account against four objections usually levelled against traditional dispositionalist theories of ability, and highlight some ways the account may influence debates in other areas of philosophical inquiry. (shrink)

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she (...) simply cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

For much of its modern history, the notion of talent has been associated with the idea of ‘careers open to talent’. Its emancipatory promise of upward social mobility has radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Nevertheless, unlike concepts traditionally associated with distributive justice, e.g. fairness, (in)equality, desert, equality of opportunity as well as justice itself, the notion of talent has received only (...) limited examination. This article discusses some of the most pressing problems and challenges arising out of a reductionist understanding of talents’ anatomy and a distorted characterization of their overall distributive value. In particular, it aims to address those issues revolving around talents’ anatomy existing conceptions of distributive justice leave either neglected or outrightly ignored. The introductory part outlines the basic egalitarian conception of equal opportunities and then proceed with the examination of fairness embedded in it. The central part of the paper identifies the key elements of talents’ anatomy. We then discuss some of the implications egalitarianism either leaves out of the discussion or neglects. In particular, we challenge the idea of moral arbitrariness as the key mechanism to discard talents as a form of unfair advantage in the process of competition for advantaged social positions. In the final part, we outline two fundamental problems that call into question the cogency of egalitarian conceptions of talent(s) as a form of unfair disadvantage. (shrink)

This paper examines the relationship between the development of talented young sports people and conceptions of social justice. It is set within the context of recent policy developments in the United Kingdom that place renewed emphasis on talent development (and wider issues of ?gifted and talented education?), and justifies this with explicit reference to social justice. After providing a summary of relevant policy initiatives and their often-unstated presumptions, the paper goes on to examine the different ways in which philosophers (...) have conceptualised the role of luck in human affairs. Luck is a matter of particular interest to social justice theorists, who often frame their discussions in terms of the neutralisation of luck. This presents something of a problem for policy makers, as talent development seems destined to exaggerate the effects of luck, not neutralise them. In other words, it is suggested here that talent development cannot be justified in terms of social justice ? at least the version of social justice advocated my many of the leading theorists ? because it results in the opposite outcome than would be desired. None of this means that talent development is indefensible; it is just indefensible in the terms used in the UK talent development policy. (shrink)

Publication date: 25 October 2017 Source: Author: Iman Khaki, Hamid Erfanian Khanzadeh, Azam Babaki Rad This study aimed to investigate the relationship between talent management and the innovative behavior of employees based on the mediating role of organizational learning. This study is a descriptive study, according to the data collection and analysis methods and, it is a survey, according to the implementation. It was conducted during 2015 to 2016 in Mashhad, Iran. Participants were 147 staffs employed in the information (...) technology organization of Mashhad municipality. Data were collected using three valid and reliable questionnaires. Data were analyzed using SPSS software version 19. According to the main hypothesis of the study, there is a significant relationship between talent management and the innovative behavior of employees, and organizational learning mediates the relationship between talent management and the innovative behavior of employees. Also, according to the minor hypothesis, there is a significant relationship between the components of talent management and innovative behavior and the components of organizational learning can mediate the relationship between talent management and innovative behavior. Organizational learning capability has a significant relationship with innovation and innovative behavior and the organizational learning is a way in which educational and training opportunities for employees can be linked to innovative goals. (shrink)

A total of 378 mathematics undergraduates (selected for being strong at “systemizing”) and 414 students in other (control) disciplines at Cambridge University were surveyed with two questions: (1) Do you have a diagnosed autism spectrum condition? (2) How many relatives in your immediate family have a diagnosed autism spectrum condition? Results showed seven cases of autism in the math group (or 1.85%) vs one case of autism in the control group (or 0.24%), a ninefold difference that is significant. Controlling for (...) sex and general population sampling, this represents a three- to sevenfold increase for autism spectrum conditions among the mathematicians. There were 7 of 1,405 (or 0.5%) cases of autism in the immediate families of the math group vs 2 of 1,669 (or 0.1%) cases in the immediate families of the control group, which again is a significant difference. These results confirm a link between autism and systemizing, and they suggest this link is genetic given the association between autism and first-degree relatives of mathematicians. (shrink)

This study investigates how talent cultivation contributes to creating world-class universities in China from the perspectives of characteristics, problems, and choices. A policy discourse perspective is applied to examine the overall landscape of policy formulation and implementation, relatively. It explores the policy discourse analysis of talent cultivation and indicates that the task of talent cultivation is to train student to undertake the great task of national rejuvenation; the goal of talent cultivation is to guide students to (...) grow and become talents; the mission of talent cultivation is to spread advanced culture and core values; the object of talent cultivation is to strengthen undergraduate and graduate education development; the theme of talent cultivation is to enhance innovation and entrepreneurship development. In addition, this study also points out that the assimilation of the objectives of talent training and regional imbalance of talent training are considered as two problems of implementing talent cultivation strategies. This study also suggests that we might reasonably adjust the hierarchical structure of students and control the scale of the school; create the characteristics of first-class talent training and promote the personalized development of talents and reasonably allocate higher education resources to promote the balanced distribution of talents. (shrink)

In order to improve early childhood physical education, in this study, the talent cultivation mechanism for undergraduates was explored under the “full-practice” concept, oriented by preschooler mental health. First, from the perspective of preschooler psychology, the mechanisms of ability training and talent cultivation for undergraduates majoring in early childhood education were explored under the “full-practice” concept. Considering that the physical, psychological, and intellectual development of preschoolers shall follow the rules of physical education, and current early childhood education mainly (...) focuses on intelligence education in China, early childhood physical education was analyzed further in this study. By investigating the undergraduate majors of early childhood education in Henan University, this study first summarized the current problems in early childhood education systems in universities. Secondly, combined with the form of physical education in kindergartens, strategies for talent cultivation and curriculum setting of early childhood physical education majors in colleges and universities were proposed. Finally, from the perspective of innovation and diversification of training forms, the cultivation of early childhood educators’ physical education ability was analyzed at multiple levels and multiple objectives, and the integrated training system of early childhood education talents was constructed. The results show that, among all the courses for early childhood education major, compulsory courses account for 81.2% and optional courses account for 18.8%. In addition, a survey on undergraduates’ attitudes toward the curriculum of their major demonstrates that 81.2% of the undergraduates thought that the range and content of practical courses should be increased, indicating that undergraduates majoring in early childhood education are dissatisfied with the current curriculum system, and they have an increased demand for practical courses. Correspondingly, it is vital to build and improve on the early childhood physical education. In terms of its talent cultivation, the “full-practice” concept helps combine theory with practice to improve the effectiveness of education and teaching, pushing forward the reform of the education system. Meanwhile, data- and intelligence-oriented teaching will become the new direction of modern sports development, as well as an important link for tracking and monitoring children’s sports teaching in China. Through the continuous introduction of wearable artificial intelligence products, real-time monitoring of children’s physical conditions can be realized, which helps improve the effectiveness of early childhood physical education. (shrink)

Talent and Education was first published in 1960. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.The problem of identification, development, and utilization of talented young people is a matter of prime concern to all who are interested in the welfare of the individual and the future of the nation. This book, constituting a progress report on research related to the problem, will be (...) of particular value to educators, psychologists, social workers, community leaders, and others who are engaged in the effort to make the most of our human resources.The volume contains chapters by a number of contributors drawn from various fields in elementary, secondary, and higher education. The contributors include John E. Anderson, Robert H. Beck, Florence N. Brumbaugh, Walter W. Cook, Willis E. Dugan, Dale B. Harris, Arthur J. Lewis, Catherine Cox Miles, Mary Pilch, Maynard C. Reynolds, Anne Roe, Merrill F. Roff, Paul C. Rosenbloom, Audrey Shechtman, and E. Paul Torrance. Orville L. Freeman, governor of Minnesota, writes an indtroduction.Among the topics discussed are the nature and scientific measurement of talent, the effects of life experiences on the development of talent, the enrichment of school curricula, special grouping and acceleration in the schools, psychological aspects of some of the problems, and Russian methods of dealing with individual differences. The volume is based on papers from an Institute on Exceptional Children held at the University of Minnesota. (shrink)

The existence of natural talent becomes easier to see at extremes in performance. Practice alone could not account for the differences in performance that exist at the highest levels. Practice and other factors are no doubt important contributors to outstanding performance, but not enough to explain great creative works. Talent is essential.

Evidence shows that outstanding talent is more than the product of determined effort by people of much the same inborn ability. Indications of inborn individual differences come from very early studies of childhood. No randomly selected child has ever reached world-class achievement by practice alone, which, though essential, cannot itself produce greatness.

This edited collection offers a critical appreciation of talent management in contrast to the extensive literature adopting mainstream approaches to the topic. The authors explore fundamental questions in the field to better understand why managing talent seems so attractive as a management practice, the meaning of talent, and how talent is recognised in organisations. The mix of conceptual and empirical chapters in the book teases out some critical perspectives that will provoke thought and reflection among practitioners (...) and stimulate ideas for new research topics and approaches. The diverse contributions presented in this book will undoubtedly be of use to academics, practitioners and postgraduate students of human resource management. (shrink)

In this article I argue against Ronald Dworkin's rejection of the labour auction in his ‘Equality of Resources’. I criticize Dworkin's claims that the talented would envy the untalented in such an auction, and that the talented in particular would be enslaved by it. I identify some ways in which the talent auction is underdescribed and I compare the results for the condition of the talented of different further descriptions of it. I conclude that Dworkin's deviation from the ‘envy (...) test’ criterion results in an inequality between the talented and the untalented which cannot be justified in egalitarian terms. Correspondence:c1 [email protected]. (shrink)

To effectively improve the efficiency of international service design talent training and make it more in line with society's needs, we analyze the current status of international service design talent training and its professional training focus. Based on the above problems, from the perspective of cognitive psychology, artificial intelligence and human–computer interaction technology are used to construct the international service design talent training mode of the HCI intelligent service robot. This mode can be used to solve the (...) existing teaching problems by using novel means to ensure the quality of teaching. Finally, through the actual analysis of teaching cases, the effectiveness of the proposed talent training mode is verified. The HCI system is based on knowledge of cognitive psychology. According to the characteristics and functions of an educational robot, the robot is combined with traditional teaching activities, and the robot-assisted talent training mode is designed. Robot-assisted talent training is a feasible training method that can improve the efficiency of talent training. Students have confidence in their learning skills before the course, and the confidence is further strengthened after the end of the course. After the course, the students have a stronger sense of cooperation. This study can provide theoretical ideas for the research of international service talent training mode. (shrink)

An increasingly central part of the scientific debate in sports has come to focus on how neuroscience can help to explain sports performance and development of expertise. In particular, the process...

Several recent systematic and targeted reviews have highlighted limitations in our understanding of talent in sport. However, a comprehensive profile of where the scientific research has focused would help identify gaps in current knowledge. Our goal in this scoping review was to better understand what others have done in the field of research, to summarize the constituent areas of research in a meaningful way, to help identify gaps in the research, and to encourage future research to address these gaps. (...) Peer-reviewed articles written in English that met several inclusion criteria were analyzed. A total of 1,899 articles were identified, and the descriptive findings revealed a relatively narrow focus of research on talent in sport. Specifically, the majority of examined articles focused on males only, the sport of soccer, perceptual cognitive variables, developing athletes, adult samples, and cross-sectional designs. For better or worse, the concept of talent remains a central element of how coaches, practitioners, and scientists think about athlete development. Findings from this scoping review highlight the continued need to explore issues related to talent identification, selection, and development in more diverse samples and contexts. There is also a clear necessity to focus on under-researched areas using alternative methodologies. (shrink)

This study examined individual, task, and environmental constraints that influence the career progression of youth Brazilian elite basketball players and the probability of reaching Novo Basquete Brasil and to determine if the association of the relative age effect is a key factor in the career progression. The sample consisted of 4,692 male players who were registered to participate in at least one U15, U17, or U22 youth Brazilian basketball championship between 2004 and 2018. Athletes who reached a high-performance level were (...) coded like NBB players. The birthdates, height, body mass, playing position, geographic region, club, competition category, and team performance were retrieved from the official data archive of the Brazilian Basketball Confederation and the National Basketball League. The maturity status was estimated using the predicted age at peak height velocity. A binary logistic regression examined the influence of each characteristic on the probability of a youth Brazilian basketball player to reach the NBB. The receiver operating characteristic curves and the associated area under the curve were used to assess the discriminant ability of the model. The taller and younger players not selected early into national teams, without specialization by playing position, who participated in U22 national championship, migrated to the southeast region, and remained in the formation process over time have a greater chance to reach the NBB. The ROC curve demonstrated an AUC of 93%. A combination of individual, task, and environmental characteristics influences the sport career of a young Brazilian basketball player in reaching the NBB. Further, early-maturing athletes have a greater chance to reach higher performances. RAE influences lower-level categories, but not a “NBB player's” career progression. The coaches, stakeholders, and practitioners should perform a holistic evaluation of sport talent in terms of a constraint-based theoretical model with the aim of avoiding bias produced by the maturational status and RAE in the youth Brazilian elite basketball. (shrink)

L’ Apologie de John Rawls a paru aux Puf en 2018. Son objectif principal était le suivant : à supposer que la critique rawlsienne de la notion (ou de l’absence de la notion) de la personne dans la pensée utilitariste soit fondée, est-il légitime, étant donné la caractérisation par Rawls de son « principe de différence », de retourner sa propre critique anti-utilitariste contre lui, en arguant que lui non plus ne permet pas de fonder une notion concrète et complexe (...) de personne, ne laissant au lecteur qu’un pseudo-soi, purifié, hyper-abstrait, nouménal, détaché et désencastré de tout, une personne sans qualités, sans talents, aussi peu épaisse que la pseudo-personne utilitariste justement dénoncée par l’auteur de la TJ lui-même? Il s’agit donc de prendre au sérieux et de réfuter un argument de type Tu Quoque!, lequel retourne contre un argumentateur l’un de ses arguments critiques, en montrant que, malgré qu’il en eût, il tombe lui-même sous la critique qu’il a émise contre une tierce position. Cette stratégie argumentative, légitime, a été utilisée contre la TJ d’abord par Nozick, puis reprise et approfondie par le « communautarien » républicain anti-libéral Michael Sandel, et considérée comme valide par de nombreux auteurs. L’Apologie tente donc de répondre à cette accusation, et l’acquittement de John Rawls est proposé au lecteur. Ce ne sont pas les talents qui appartiennent au collectif, mais leur distribution différente peut être utilisée par la société comme fournissant une base adéquate pour des complémentarités et des coopérations bénéfiques à tous et en particulier aux plus démunis. L’argument de Nozick selon lequel le principe de différence n’est pas compatible avec tous les concepts parétiens est repris comme étant quant à lui valide. Une erreur terminologique sur les progressions parétiennes forte/faibles est ici corrigée. De plus, on tente d’y résoudre une perplexité sensible à la fin du chapitre V de l’Apologie. Il y a trois interprétations possibles du principe de différence, dont l’une est le simple maximin, et l’autre le leximin. On argue que ce principe n’est ni l’un ni l’autre, mais qu’il est formé par le couple lexicalement ordonné maximin et minimisation des inégalités, ce qui rend le principe de différence décisif, comme le leximin, sans courbes d’indifférence, comme en a le maximin. Malheureusement, cette caractérisation ne fonctionne qu’avec deux classes. Il faut sans doute admettre qu’il y a moins d’intuitions fortes concernant le sort des différentes classes moyennes pour définir la justice que concernant les actifs sur tout une vie, respectivement, des plus riches et des plus pauvres. Mais dans ce cas simple, représentable sur le plan, l’ambiguïté qui persistait dans l’Apologie est ici éliminée. (shrink)

One of the reasons why there is no Hegelian school in contemporary ethics in the way that there are Kantian, Humean and Aristotelian schools is because Hegelians have been unable to clearly articulate the Hegelian alternative to those schools’ moral psychologies, i.e., to present a Hegelian model of the motivation to, perception of, and responsibility for moral action. Here it is argued that in its most basic terms Hegel's model can be understood as follows: the agent acts in a responsible (...) and thus paradigmatic sense when she identifies as reasons those motivations which are grounded in his or her talents and support actions that are likely to develop those talents in ways suggested by his or her interests. (shrink)

Volume 51, Issue 14, December 2019, Page 1393-1398.

Howe et al. have mistaken gene x environment correlations for environmental main effects. Thus, they believe that training would develop the same level of performance in anyone, when it would not. The heritability of talents indicates their dependence on variation in physiological (including neurological) capacities. Talents may be difficult to predict from early cues because tests are poorly designed, or because the skill requirements change at more advanced levels of performance. One twin study of training effects demonstrated greater heritability of (...) physical skill after than before training. In summary, talents are real. (shrink)

Howe et al. fail to provide evidence that practice is sufficient and ignore evidence of high ability before instruction. They unsuccessfully discount savants; provide weak evidence against heritability of music, criticize retrospective evidence selectively, using it when it supports their position; and ultimately both accept and deny talent. Finally, they conflate a scientific question with one of policy.

Objective Ethical standards state research participation must be voluntary and free of coercion and undue influence, but what if a third party appears to engage in research-relevant coercion, without the researchers’ knowledge? This case study describes this type of situation and its resolution. Methods We are engaged in a randomized clinical trial evaluating pedestrian safety with 7- and 8- years old. Depending on children's rate of learning, families receive up to $1275 for their time. We recently learned a third-party “ (...) class='Hi'>talent agency,” a firm placing children in modeling and acting jobs, was referring families to our research with the expectation that families would share 20% of study reimbursements. Results We sensed clear impropriety, but identified no ethical violations on our part as researchers. Once paid a study reimbursement, participants can spend funds how they wish. We were concerned, however, that the third-party was exploitatively coercing families to participate. Conclusions We pursued four avenues to resolve the issue. First, we documented the situation to our university Institutional Review Board. Second, we contacted the talent agency and requested they stop referring families to our research. They agreed. Third, we retained children engaged in our study who were referred from the talent agency; removing them partway through the clinical trial could impact study results. In doing so, we explained that we were unaware of the talent agency referral and that they were not obligated by us to offer a portion of the study reimbursement to the talent agency. Last, we asked newly enrolled families about their referral source. (shrink)

Howe et al. proposed that the “talent account” is not suited to explain exceptional performance in specific domains. Their conclusion that early experiences and deliberate practice are highly important for high levels of skill is supported by numerous studies on the acquisition of expertise. However, the two popular views they contrast (experts are born versus experts are made) do not seem representative of current theorizing. Models that integrate the effects of basic abilities and deliberate practice are more appropriate in (...) light of the available evidence. (shrink)

This study combines the discovery methods and training of innovative talents, China’s requirements for improving talent training capabilities, and analyses the relationship between the number of professional enrollments in colleges and universities and the demand for skills in specific places. The research learns the characteristics and training models of innovative talents, deep learning, neural networks, and related concepts of the seasonal difference Autoregressive Moving Average Model. These concepts are used to propose seasonal autoregressive integrated moving average back propagation. Firstly, (...) the SARIMA-BP artificially sets the weight parameter values and analyzes the model’s convergence speed, superiority, and versatility. Then, particle swarm optimization algorithm is used to pre-process the model and test its independence. The accuracy of the model is checked to ensure its proper performance. Secondly, the model analyzes and predicts the relationship between the number of professional enrollments of 10 colleges and universities in a specific place and the talent demand of local related enterprises. Moreover, the established model is optimized and tested by wavelet denoising. Independent testing is done to ensure the best possible performance of the model. Finally, the weight value will not significantly affect the model’s versatility obtained by experiments. The prediction results of professional settings and corporate needs reveal that: there is a moderate correlation between professional locations and corporate needs; colleges and universities should train professional talents for local enterprises and eliminate the practical education concepts. (shrink)

Whereas the reality of “innate talent” is questioned by the authors, the role of “attributed talent” is not discussed fully. “Attributed talent” is the imputation of high, not yet unfolded ability to an individual. Only if talent is attributed to a novice will resources be invested in the development of expertise. An alternative for estimating future achievement is discussed.

Hume Regards it as a mere “Verbal Dispute” whether or not various “natural abilities” should be regarded as moral virtues. In his Treatise he complains that “good sense and judgment”, “parts and understanding” are classed in all systems of ethics of the day with bodily endowments and ascribed no “merit or moral worth”. Yet if compared with the received virtues, they fell short in no material respect, both sets being “mental qualities” and each equally tending to procure “the love and (...) esteem of mankind’. (shrink)

The tautological implications of “innate talents” are outlined. Analogies are drawn between the present review and the nature–nurture controversies of 40 years ago. Ferguson 's theoretical positions are proposed as a context in which to consider present and future attempts to resolve this long-standing issue.

The spectacular success of the Singapore table tennis team has rankled many, including Singaporeans. They take issue with the entire team having been recruited from China and specially naturalised to contribute towards Singapore?s sporting achievements. Is there good reason to oppose Singapore?s approach, which is increasingly common internationally? Would that opposition imply an indefensible form of self-reliance, whereby a country should reject all external assistance? This paper presents a reason to object to Singapore?s approach without promoting repugnant self-reliance. It builds (...) on existing critiques, which are largely based on how foreigners are naturalised, to argue against the underlying motivation for doing so. Three possible rebuttals are considered and rejected because they trade on conceptual confusions. Although the essay focuses on the national pursuit of sporting excellence, the fundamental issue extends beyond: similar concerns apply to other meaningful fields of endeavour that members of a community can engage in. (shrink)

Abstract:Bertrand’s elder brother, John Francis Stanley (Frank) Russell, who was the second Earl Russell for over 50 years, led a fascinating life as a politician, electrical engineer, author, traveller, businessman, barrister, law reformer, polemicist and pioneer motorist. Notorious in his lifetime for his sensational marital history, his prominence has waned since his death to the extent that he is remembered mainly as “the wicked earl” who was twice divorced and once imprisoned for bigamy. His achievements do not match those of (...) his brother, grandfather, third wife and other relatives, but his life merits examination in its own right as well for its familial links with leading figures in Britain’s political, cultural and intellectual history. (shrink)

In the liberal egalitarian literature, the concept of talent is inflected according to its use in broader arguments surrounding the nature of justice. In particular, sometimes talent is understood as a desirable inborn property, while at other times it is understood as a matter of inhabiting a favorable social position. Rawls’s arguments in A Theory of Justice provide useful expressions of these two very different conceptions of talent and their relationship to justice, and much of this paper (...) involves an exploration of those arguments. The former sense of talent informs Rawls’s fair equality of opportunity principle: those with equivalent levels of talent and effort are to face similar prospects. According to the latter, what is significant about talent is not its innate origins, but rather its enabling the possession of desirable goods. This second sense of talent is implicit in Rawls’s difference principle: though it is arbitrary that the talented have the ability to command high wages, it is nonetheless fair to keep those wages because the worst off benefit most from that arrangement. In this paper I explore how the two conceptions of talent operate in these influential arguments, with the broader aims of clarifying the nature of talent and its relevance to social justice. (shrink)

In the liberal egalitarian literature, the concept of talent is inflected according to its use in broader arguments surrounding the nature of justice. In particular, sometimes talent is understood as a desirable inborn property, while at other times it is understood as a matter of inhabiting a favorable social position. Rawls’s arguments in A Theory of Justice provide useful expressions of these two very different conceptions of talent and their relationship to justice, and much of this paper (...) involves an exploration of those arguments. The former sense of talent informs Rawls’s fair equality of opportunity principle: those with equivalent levels of talent and effort are to face similar prospects. According to the latter, what is significant about talent is not its innate origins, but rather its enabling the possession of desirable goods. This second sense of talent is implicit in Rawls’s difference principle: though it is arbitrary that the talented have the ability to command high wages, it is nonetheless fair to keep those wages because the worst off benefit most from that arrangement. In this paper I explore how the two conceptions of talent operate in these influential arguments, with the broader aims of clarifying the nature of talent and its relevance to social justice. (shrink)

The interview with economist William Baumol, published in 2003 in weekly Respekt, deals with alternative activities for talented individuals. If they can't pursue productive activities (technological innovations) they go for rent-seeking activities or activities with negligible social return (e.g. chess). I also present a thesis, that if there is no sophisticated alternative activities, the talent may be redirected into pathological ones: psychopathy, neurosis, paranoia, psychosis... The article was exhibited in Holland Park, W8 6LU, The Ice House between 18. Oct (...) - 3. Nov. 2013. (shrink)