Einstein’s Mother
“When I was a child, my mother said to me, ‘If you become a soldier, you will become a general. If you become a monk, then you will end up as Pope.’ Instead, I became a painter, and wound up as Picasso.” Famous quote from Pablo Picasso. What did Einstein’s mother say to him?
Recently, I found a yellowed volume of Jawaharlal Nehru’s (First Prime Minister of independent India) letters to his daughter, Indira Priyadarshini, at the Fort Mason used bookstore in San Francisco. These letters were written from prison, and as you read them, you would feel a father preparing his beloved daughter for becoming a world leader. Indira Gandhi, of course, went on to also become a Prime Minister of India.
I have always been intrigued by the question: What is the model for raising a high-performance child?
Some of Howard Gardner’s (development psychologist at Harvard) books Creating Minds and Leading Minds throw some light on the factors that influenced many twentieth century world figures: Picasso, Einstein, Martha Graham, Alfred P. Sloan, Thatcher, Gorbachev, and Gandhi. However, he only traces the event histories, less the role of education or parenting.
I am trying to test the following hypothesis: If someone meaningful enough to the child (parent, teacher, other role model) believes in his/her potential, and instills that belief in the child, is that the first step in reaching for Greatness or for world class achievement?
And then, if the hypothesis is true, how can this be worked into the educational system, products, and services to give a much larger set of youngsters enough confidence to believe that they can, indeed, have a world class destiny?
Certainly the first step in raising a high performance child is an affirmation and belief in that child by the significant people in his or her life. But the more I watch accomplished leaders in the workplace, as well as observe the journey of my own three children and their friends, the more convinced I am that a belief in ones own abilities is not sufficient for success. Children must also be given permission to fail, must learn to pick oneself up and try again, must be endorsed not solely for the talent or the accomplishment, but for the willingness to dare to reach. Finally, children must be encouraged to think beyond themselves, to develop empathy for the plight of others. For what good are great ideas if they are selfishly hoarded, for the aggrandizement of the self? It is the child who is sensitized at an early age to tune in to the heartbeat of others who will develop a true capacity to lead.
Great point, Linda. Permission to fail is a key factor that creates the safe zone to reach.
On selfishness, however, it is also sad but true, that there are many extremely high-performance leaders who are also equally selfish.
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I believe it has to do with expectations. Expetations get conveyed to the child either consciously or unconsciously and she lives up to it. Expectations matter to a very large degree.
Certainly role models play an important role in a child’s molding, especially the parents. In addition to this, from one of the articles I read a while back, hard work and focus are two key elements to realizing dreams.
http://biz.yahoo.com/weekend/great_1.html
I have a method for you to scientifically test your hypothesis. Please contact me if you are interested in pursuing such research.
Your hypothesis as above-stated: “I am trying to test the following hypothesis: If someone meaningful enough to the child (parent, teacher, other role model) believes in his/her potential, and instills that belief in the child, is that the first step in reaching for Greatness or for world class achievement?”