We typically think of genius as referring to people who are deemed by society as highly intelligent. This misunderstanding stems from a redefining of 'genius' during the Renaissance. A move away from the original Latin definition as "the attendant spirit present from one's birth, innate ability or inclination", set apart from the rest of us "normal" people. This in itself can cause the rest of us to not even consider that we may have something of value to offer the world.
This understanding is based on the premise that intelligence can be accurately measured on a linear scale and that we can all be ranked by our relative intelligence.
Bell Curve
This ranking forms us all into a bell curve. Those who are geniuses sit in the right foot of the bell curve. Those who are intellectually impaired, sit in the left foot. The rest of us form the middle of the bell curve. The normal ones.
The underlying premise of this understanding of intelligence is that we are to follow those who are smarter than us. Further, we have the right to manage those who are less intelligent than us.
The Latin definition allows us the space to follow our own unique journeys as human beings, possessing our own human spirit with a potential for creative genius. Genius that is multidimensional. Genius that is life-giving. Genius that, when combined with the Collective Creativity of others, expedites the creation of valuable solutions to problems faster, giving each person Permission to Emerge.
We believe that by bringing this conviction, along with the a mindset and commitment to the Agile Mindset to the experience of staff and children in schools, we can unleash the creative genius of teachers and students in amazing new ways.
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