Morality, Ethics, and Gifted Minds

This book builds interdisciplinary bridges between two very broad inquiry domains: ethics and high ability. Studies of ethics delve into conceptions of right conduct and the nuances of moral behavior. Studies of high ability scrutinize the nature and dynamics of giftedness, talent development, creativity, and intelligence. First, this chapter provides some justification for connecting these very complex, divergent bodies of knowledge. Second, it employs a variety of theories and research findings to illustrate the complexity, longevity, and interdisciplinary nature of the body of inquiry pertaining to ethics and morality. Third, it outlines a set of questions that underlie most of the work of the contributing authors. Finally, it provides an overview of the chapters in the volume. Those of extraordinary ability can use their gifts and talents for good or ill (Tannenbaum 2000) so exceptional intelligence, talents, and creativity represent opportunities for both improvement and corrosion of the human condition. In recognition of these opportunities and dangers, prominent thinkers frequently have been attracted to explorations of the nature and nuances of morality. This book is an attempt to expand and clarify our conceptions of morality and ethics while connecting them with high ability (i.e., any blend of intelligence, giftedness, talent, and creativity) by bringing together varying insights from leading minds in diverse disciplines. Some contributors are from high-ability fields (e.g., gifted education; creative studies). Others contribute insights from “outside” disciplines in the social sciences, humanities, and natural sciences. Bringing the ideas of outsiders D. Ambrose ( ) Editor, Roeper Review, Graduate Department, School of Education, College of Liberal Arts, Education, and Sciences, Rider University, 2083 Lawrenceville Road, Lawrenceville, NJ, 08648-3099, USA e-mail: ambrose@rider.edu T.L. Cross Editor, Journal for the Education of the Gifted, Dean’s Office, Teachers College, Room 1008, Ball State University, Muncie, IN 47306, USA e-mail: tcross@bsu.edu D. Ambrose, T. Cross (eds.), Morality, Ethics, and Gifted Minds, 3 DOI: 10.1007/978-0-387-89368-6 1, c © Springer Science+Business Media LLC 2009 4 D. Ambrose and T.L. Cross together with the work in high-ability fields generates some rich, creative, idea combinations. It also augments some important theoretical, philosophical, and research-based insights with practical ideas about how to nurture the development of positive ethical dispositions in those of high ability. Such a collaborative, interdisciplinary effort is particularly important in today’s world because current trends and issues bring forth considerable immoral behavior on the part of many gifted leaders and innovators. Educators, counselors, and mentors who work closely with today’s brightest young minds must be aware of the ethical dimensions of high ability because they should be nudging the development of impressive talent toward positive purposes. If they are unaware of the ethical influences they exert, they could be pushing their bright proteges toward morally reprehensible future actions. While the twentieth century arguably was the most brutal in human history featuring numerous mass genocides and the creation and use of weapons of mass destruction (Glover 2000), the twenty-first century seems to be starting out not much different. Ethical problems abound, including the following: The persistence of ethnic and religious conflicts based on warped, superficial understanding of others (see Chirot and McCauley 2006; Madsen and Strong 2003). The serious erosion of democracy in some developed, Western nations once thought to epitomize the most just and participatory forms of governance (see Hacker and Pierson 2005; Wolin 2008). Deterioration of the media, which generates excessive ideological spin and mind-numbing entertainment while abdicating its responsibility for providing objective, investigative journalism – the lifeblood of democracy (Belsey 1998; Gans 2003; Lance et al. 2007). Hegemonic globalized capitalism, which has degenerated from its original ideal of providing opportunity for all to become a large-scale system for concentrating wealth and power in the hands of a few while exploiting the deprived (McMurtry 1999, 2002; Wolin 2008). These are a few of many large-scale problems that derive from the misapplication of gifted minds. Fortunately, there are many examples of gifted people traveling along more positive ethical paths. For example, members of the nongovernmental organization, Doctors Without Borders, selflessly serve the powerless and downtrodden in some of the most dangerous regions of the world (Leyton 1998); the heroic activist, Aung San Su Kyi, provides inspiration to millions around the world through her leadership of nonviolent resistance to the totalitarian regime in Myanmar (Victor, 1998); and journalist, Amy Goodman, tenaciously digs into the essence of complex news stories and societal issues to reveal hidden corruption (see Holbrook 2006). These impressive altruists follow the lead of their historical antecedents such as William Wilberforce, the activist who worked diligently to eradicate the British slave trade in the late eighteenth and early nineteenth centuries (Metaxas 2007); and Mahatma Gandhi who catalyzed the nonviolent overthrow of British colonial oppression in early-mid-twentieth century India (Gardner 1997; Wolpert 2002). 1 Connecting Ethics with High Ability: An Interdisciplinary Approach 5 These examples of issues, groups, and individuals, both positive and pernicious, accentuate the importance of blending ethics with high ability. For the purposes of this introduction, we distinguish between ethics and morality as similar to distinctions between theory and practice. The term ethics denotes theories of right conduct whereas the term morality denotes the actual practice of right conduct (see Sahakian