(This document is comprised of 3 Parts)

Part 1 ....A PROPOSAL FOR ESTABLISHING A RESIDENTIAL SCHOOL FOR EXCEPTIONALLY & PROFOUNDLY GIFTED (EPG) CHILDREN

--- MISSION STATEMENT

In an era of complexity and uncertainty, cultivating the potential of exceptionally and profoundly gifted children is our priority. The mission of EPG Academy is to provide a specialized and holistic education tailored to the unique needs and exceptional abilities of gifted youth. By creating an enriching learning environment, we aim to prepare them for making transformative contributions to society through their singular intellectual and creative capacities. - Dick Pettus, EPG Working Group

RATIONALE FOR THE ACADEMY

1. The Need for Specialized Education Conventional education systems often fail to accommodate the unique intellectual and social needs of Exceptionally and Profoundly gifted (EPG) children .... those with IQs between 160+ and 180+.

These children are often mismatched with regular school programs, which focus on standardized curricula designed for more typical cognitive development.

This one-size-fits-all approach can lead to emotional distress, social isolation, and intellectual stagnation among gifted children.

EPG Academy seeks to address this gap by offering an educational model built specifically for these exceptional learners.

2. Challenges Faced by Gifted Children Research consistently highlights that exceptionally gifted children face higher rates of social isolation, boredom, and emotional distress compared to their moderately gifted peers. Studies by Gallagher (1958), DeHaan and Havighurst (1961), and Barbe (1964) confirm the pronounced differences in social integration and emotional health among children with IQs over 160.

These children often struggle to find peers, are ostracized as ' weird,' and experience difficulty being adequately challenged in regular classrooms, resulting in chronic underachievement and mental health challenges.

VISION & PEDAGOGICAL APPROACH

1. Holistic Systems Thinking EPG Academy's philosophy revolves around systems thinking, an approach that encourages learners to view the world as interconnected and interdependent systems.

By nurturing this perspective, the Academy aims to develop not only specialists but polymaths ....students who can navigate complex global challenges with insight and creativity.

The educational model is inspired by the teachings of Buckminster Fuller, who emphasized the need for interdisciplinary education and the development of 'trim tabs' ....individuals who, though small in number, can catalyze significant societal change.

These Fuller principles will guide the Academy emphasis on sustainability, innovation, and holistic problem-solving.

2. Customized Learning Pathways Adopting a tutorial model similar to that of Oxford University, EPG Academy will offer personalized learning experiences.

Each student education will be tailored to their unique cognitive and emotional profile, utilizing tools such as the Myers-Briggs Type Indicator (MBTI) to create a learning environment that resonates with the student's innate preferences and strengths.

The curriculum will emphasize advanced content, critical thinking, and creative problem-solving across disciplines.

Integrating sciences, arts, and humanities, the Academy fosters a comprehensive understanding of knowledge systems and encourages interdisciplinary connections.

The goals are multiple: to develop deep thinkers, to develop ethical citizens who are globally aware, and to instill in these students a desire to give back to their communities...as advocated by Ellen Winner

SUPPORTING RESEARCH & EDUCATIONAL PHILOSOPHY

Gifted education should also aspire to develop eminence, as advocated by Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell. Their work underscores the importance of nurturing the ability to make field-altering contributions.

By supporting those students who desire a path to eminence, the Academy focuses on excellence in intellectual, creative, and practical endeavors, while also ensuring their emotional well-being through community support.

The talent development megamodel (TDMM) was developed from an integration of literature on giftedness, expertise, and eminence, arguing that expertise is a point far beyond novice on the talent development trajectory, and eminence is the label reserved for the top contributors in a domain.

Furthermore, the integrated curriculum model (ICM) provides a structured framework, promoting higher-order thinking and connecting advanced content with real-world applications.

This approach aims to produce students who not only excel academically but also contribute meaningfully to evolution of society.

CURRICULUM HIGHLIGHTS

Interdisciplinary Learning: Courses will bridge subjects such as STEM and STEAM, philosophy, and the arts, fostering a broad and deep understanding of global issues.

Systems Thinking: Students will be trained to think holistically, recognizing the interconnectedness of natural and human-made systems.

Polymath Development: Like Renaissance thinkers, students will be encouraged to excel in multiple fields, merging creativity and logic in their approach to problem-solving.

Project-Based Learning: Emphasis will be placed on real-world projects that allow students to apply their knowledge in innovative ways, addressing contemporary global challenges.

CONCLUSION

The EPG Academy aims to be a transformative institution for exceptionally and profoundly gifted children, enabling them to harness their full potential and contribute to society at the highest levels.

By creating a nurturing environment that fosters intellectual and emotional growth, the Academy will cultivate future leaders, innovators, and thinkers prepared to address the world's most pressing challenges with wisdom and creativity.

Inspired by systems thinking and holistic education, EPG Academy will develop the next generation of 'trim tabs' who will inspire humanity towards a sustainable, prosperous and peaceful future.

Part 2

EPG RESIDENTIAL ACADEMY OF ARTS & SCIENCES

A Proposal to Create and Establish a Residential School for Exceptionally and Profoundly Gifted Children

Mission and Rationale Statement

"In this tumultuous time, when clarity of thought is both critical and elusive, our most important resource is the careful cultivation of our best minds. Our mission is to provide an education uniquely developed for the special abilities and learning processes of exceptionally gifted youth in order to enable them to make their singular contributions to a society that must be enriched by their learning experience." Dick Pettus, EPG Working Group

"I am all for establishing a Hogwarts-style boarding school for extremely talented children. Ordinary schools are just like the Bed of Procrustes ....fine if you fit in it, too bad if you are too short (you will get forcibly stretched) or if you are too tall (you will get your extremities chopped off). One size does not fit all. When talented children can grow up together, socialize within their own tribe, and learn to be productive members of society among their peers, the chances of anyone getting sidetracked and lost diminishes. It is not elitism nor creating a master race. It is taking care of the outliers at the Gaussian curve." ....Susana Viljanen, Aalto University (2019)

The goal is developing their minds fully, becoming future leaders in their fields, and contributing to society .... Ellen Winner, Professor Emerita of Psychology at Boston College and Senior Research Associate at Project Zero, Harvard Graduate School of Education.

For some gifted, eminence could/should be the goal of their gifted education. Throughout its history, the field of gifted education has been troubled by a lack of agreement on a definition of giftedness.

Outstanding performance is almost always judged relative to others in one's peer group. Increasing the number of individuals who make pathbreaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of our proposed framework for gifted education.

The world needs more of these individuals, and gifted education can be organized to provide the supports for optimal performance and productivity. We value and recognize the importance of high levels of expertise and well-rounded individuals, and we are not implying that we limit services only to those who are on the path to eminence. However, keeping our focus on eminence sustains a continued focus on excellence.

We reject the idea that aspiring to eminence need be deleterious to the personal well-being or mental health of individuals, particularly if its promotion is guided by knowledge about the appropriate kinds and levels of support needed from teachers, family, communities, and national and state policy. The confluence of eminence and poor mental health is not substantiated by larger-scale, empirical studies, and it should not be used as the basis for policy and practice in gifted education.

We assert, in fact, that aspiring to the fulfillment of one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as unimaginable benefits to society." Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell, Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science, published in Psychological Science in the Public Interest, January 2011, vol. 12 no. 1 3-54

This undertaking is about Exceptionally and Profoundly Gifted (EPG) children. Exceptionally Gifted children have IQs ranging from 160 to 179, while Profoundly Gifted children have IQs of 180+ as measured by the Stanford-Binet Intelligence Scale L-M.

Admission to the Academy will be based on a number of factors, IQ being one, and, apparent and proven gifts and talents, personal biographies, recommendations by professionals are others.

Therefore, we (the EPG Working Group) propose to create and establish a residential school for Exceptionally and Profoundly Gifted children, ages 4-17.

The rationale for this effort is detailed below: Rationale "Three studies have compared the family, academic, and social characteristics of moderately gifted and exceptionally gifted children. Gallagher (1958), comparing the friendship patterns of gifted children scoring below and above IQ 165, noted that the exceptionally gifted tended to have greater problems of social acceptance than did children scoring between IQ 159 and 164. DeHaan and Havighurst (1961) examined the differences between what they termed 'second-order' (IQ 125-160) and 'first-order' (IQ 160+) gifted children. They believed that the second-order gifted child achieves good social adjustment because he/she has sufficient intelligence to overcome minor social difficulties but is not 'different' enough to induce the severe problems of salience encountered by the exceptionally gifted student. Barbe (1964), comparing moderately gifted children (IQ 120-134) with highly and exceptionally gifted age-peers (IQ 148-174), found little difference in the emotional adjustment of the two groups, with the exception of a significant difference in 'freedom from nervous habits' in favor of the moderately gifted (Barbe, 1964, p.66)." Miraca Gross, Exceptionally Gifted Children, p. 25.

"Moderately gifted children are very different from profoundly gifted children.... Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and underchallenged in the classroom. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disadvantaged children being the least likely to receive special services and with the most common option being the weakest one the pullout program." Ellen Winner, Boston College and Harvard Graduate School of Education

"Pullout programs have been criticized for generally not leading to the development of a systematic knowledge base in the area in which a child is gifted because these programs are not grounded in a particular subject area. For the same reason, they have been criticized for not being tailored to the student's particular area of giftedness. Informal research on these programs suggests they are not highly effective: Children often show poor recall of what they did in these sessions (Fetterman, 1988), and schools with such programs often are dissatisfied with them, dismissing them as too superficial and unsystematic (Cox et al., 1985; J.J. Gallagher, Weiss, Oglesby, & Thomas, 1983). The main problem seems to be that even the most exciting curriculum cannot accomplish much if students are exposed to it for only several hours a week. Thus, such programs are weak solutions to large problems." Feldhusen, 1997; Gagne, 1995; Winner, 1996

**Exceptionally intelligent students face a variety of problems in ordinary classrooms. They often are ostracized as being different and weird and are labeled as nerds and geeks (Silverman, 1993a, 1993b). In addition, they face the problem of boredom due to lack of an appropriate level of challenge (Csikszentmihalyi, Rathunde, & Whalen, 1993; Gross, 1993).

Teachers often make little accommodation to the needs of these children, and many teachers have little or no special training in how to teach such exceptional children (Westberg, Archambault, Dobyns, & Salvin, 1993). A gifted child in the regular classroom may be the only such child in the room; hence, he or she will not have the opportunity to learn with others of like ability. When such classrooms have been observed, the gifted students generally have been bored and inattentive (Westberg et al., 1993). Meta-analyses have shown only modest benefits for this kind of instruction (Bangert, Kulik, & Kulik, 1983).

It should be noted that when educational interventions for scholastically gifted children are being considered, it is important to distinguish between moderately/highly and exceptionally/profoundly gifted children; it also is important to distinguish among kinds of scholastically gifted children (e.g., those who excel in creativity and imagination and those who excel in analytic ability, speed of learning, and memory).

These children differ socially and affectively in three major respects from the norm. First, they are more likely to be solitary and introverted than are typical children. They like playing alone because they are stimulated by their own minds. When they do play with others, they prefer older children, for obvious reasons, but they have difficulty finding like-minded peers of any age with whom to play (Albert, 1978; Csikszentmihalyi et al., 1993; A. Gallagher, 1990; Janos & Robinson, 1985b; Silverman, 1993b; Storr, 1988).

Perhaps because of their sense of isolation and sometimes because of their ostracism, children who are extremely gifted have a rate of social and emotional problems about twice as high as that of average children; more moderately gifted children with less extreme abilities seem to have a slightly lower than average rate of emotional difficulties (Janos & Robinson, 1985b). In one study comparing popular and unpopular gifted children, Cornell (1990) found that these two groups did not differ in academic achievement. However, he noted that the achievement tests used may not have been sensitive enough to pick out profoundly gifted children. In addition, he reported that several children in the unpopular group had IQs higher than 148. Thus, it does appear likely that with extreme levels of ability, social and emotional problems can develop (Hollingworth, 1931, 1942).

Systems Thinking and Education

Systems thinking is a holistic perspective that asserts the whole is not merely the sum of its parts, but a product of the interactions between those parts. This stands in contrast to the reductionist, analytical perspective often adopted by specialists.

We live in an era of hyper-specialization, where the current specialized, analytical, and reductionist approach results in a lack of integration, akin to the right hand not knowing what the left hand is doing. In the classroom, systems thinking is a powerful approach. It provides students with a perspective that helps them recognize how seemingly disparate systems interact, allowing them to identify meaningful connections.

Our pedagogical approach is evolutionary, aiming to cultivate 'whole systems' thinking and perspectives in our learners.

We believe that our exceptionally and profoundly gifted learners will benefit greatly, both personally and professionally, from beginning with the 'bigger picture' provided by a systems view. This approach fosters a deeper and broader understanding of self, others, and the cosmos.

Supporting Quotes and Insights

Buckminster Fuller on Education: "Biological and anthropological studies reveal that overspecialization leads to extinction. We need the philosopher-scientist-artist...the comprehensivist, not merely more deluxe-quality technician-mechanics. Artists are now extraordinarily important to human society. By maintaining their innate capabilities, artists have kept the integrity of childhood alive, bridging the arts and sciences. Their greatest faculty is the ability of the imagination to conceptualize. Suddenly, we realize how crucial this capability is." (Fuller, On Education, p. 104)

Interdisciplinary Pedagogy: "Pedagogy and philosophy share the path towards a new global method that is interdisciplinary, transdisciplinary, and prospective; a 'search for the path.' This 'cure for what is clear' is urgently needed by our young people, as knowledge transcends all distances." (Simonetti, A., School and Philosophy, Academia Letters, Article 1474)

Von Bertalanffy on Reintegration of Academic Fields: "Von Bertalanffy proposes reintegrating specialized academic fields. In education, such concepts contribute toward the unification of knowledge, allowing us to perceive a grand plan in what would otherwise be divergent specialties. He argued that academic overspecialization cannot be overcome by merely requiring science students to take humanities courses, and vice versa. Instead, educators should prepare interdisciplinary courses that highlight integrative principles." (Davidson, Robots, p. 114)

Curriculum Differentiation for Gifted Students: "The curriculum for gifted students should focus on in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought. It should promote self-initiated learning, self-understanding, and understanding one's relationship to society and nature. Evaluations should stress higher-level thinking skills, creativity, and excellence in performance." (Passow, Leadership Training Institute)

Integrated Curriculum Model (ICM): "The Integrated Curriculum Model emphasizes the integration of advanced content, higher-order thinking processes, and connections to overarching themes and issues. Gifted students benefit most when these dimensions are emphasized within a curriculum unit. Advanced content and critical thinking enhance engagement and creative production, while making connections elevates understanding of the real world." (VanTassel-Baska, William & Mary Center for Gifted Education)

References

School and Philosophy School and Philosophy Differentiating Curriculum for Gifted Students What Works - The Integrated Curriculum Model

EPG Academy: Cultivating Trim Tabs to Save the World Inspiration from Buckminster Fuller

Buckminster Fuller, an American architect, systems designer, philosopher, author, inventor, and futurist, once used a powerful metaphor to illustrate the impact an individual can have on the world. In response to a question about individual impotence in the face of societal issues, Fuller said: Something hit me very hard once, thinking about what one little man could do. Think of the Queen Elizabeth ...the whole ship goes by and then comes the rudder. And there is a tiny thing at the edge of the rudder called a trim tab. It is a miniature rudder. Just moving the little trim tab builds a low pressure that pulls the rudder around. Takes almost no effort at all.

So I said that the little individual can be a trim tab. Society thinks it is going right by you, that it is left you altogether. But if you are doing dynamic things mentally, the fact is that you can just put your foot out like that and the whole big ship of state is going to go. So I said, Call me Trim Tab.

Inspired by that Fuller vision, the EPG Academy aims to create 'trim tabs' ...individuals who will lead and innovate to address global challenges.

The Unique Purpose of EPG Academy

The EPG Academy's mission is to foster an environment that nurtures the eminence of its learners through a polymathic and personalized learning model. Emulating Oxford University's tutorial system, EPG Academy will provide a highly individualized education experience, integrating Myers-Briggs Type Indicator (MBTI) personality insights to tailor learning pathways.

As Oxford describes: "Oxford's core teaching is based around conversations, normally between two or three students and their tutor, who is an expert on that topic. We call these tutorials, and it's your chance to talk in-depth about your subject and to receive individual feedback on your work. As well as tutorials, depending on your course you will also have a combination of seminars, lectures, lab work, and language classes each week. Together, these opportunities provide the perfect environment for an outstanding education."

EPG Academy will draw from Fuller's methodologies and philosophies, emphasizing sustainability, efficiency, and innovative problem-solving. His principles, including the famous geodesic domes and the Spaceship Earth theory, underscore the Academy's approach to holistic and systemic thinking.

Curriculum and Philosophy

The curriculum will start with a focus on the Universe and holistic thinking. As outlined in the article "Existential Intimacy of Learning: A Noetic Turn from STEM".... "STEM arises from a theology of materialism. STEM enshrines logic and calculation; it idolizes objectivity. Privileging exteriority over interiority, it projects a flatland view of reality... Higher education desperately needs a pluralistic conception of what constitutes intelligent thought and behavior that joins analytical reason with creative, hands-on engagement with art making to derive more accurate models of mind and reality. To that end, I offer Noetic Education as a constructive postmodern critique of higher education hyper-rational emphasis as displayed in STEM-heavy curricula. Its holistic, integral approach sees humanity and the earth not as a collection of isolated facts, but a dynamic relational web."

The Academy aims to break free from the constraints of traditional, narrowly focused STEM education and instead promote a noetic, whole-systems approach that fosters both intellectual and creative growth. Promoting Eminence in Gifted Education "Eminence should be the goal of gifted education," asserts Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell in their work "Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science." The EPG Academy is committed to this ideal, striving to support learners in making groundbreaking contributions to their fields. "Outstanding performance is almost always judged relative to others in one's peer group. Increasing the number of individuals who make pathbreaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of our proposed framework for gifted education... Aspiring to fulfillment of one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as unimaginable benefits to society."

This approach is designed to foster a supportive environment for learners to achieve their highest potential, avoiding the pitfalls of narrow definitions of success and instead encouraging broad, meaningful contributions to society.

The Ivory Tower as a Metaphor

The Academy will create an 'Ivory Tower' ...a metaphorical place where learners are happily engaged in their intellectual and esoteric pursuits, yet deeply connected to the real-world challenges they aim to solve. By fostering an atmosphere of rigorous inquiry and innovation, EPG Academy will cultivate the next generation of leaders and thinkers who are prepared to navigate and improve the complex systems of our world.

Conclusion

In summary, the EPG Academy seeks to honor Buckminster Fuller's legacy by developing trim tabs ...individuals equipped with the knowledge, creativity, and drive to steer society toward a sustainable and prosperous future. Through a unique, personalized learning environment that embraces holistic and interdisciplinary education, the Academy will empower learners to achieve eminence and make significant contributions to the world.

Part 3

Here is an initial development overview of the project...and preparing and presenting this page(s) to provide a "blackboard" for discussing and considering what needs to be in our program and plan, so that success will be likely.... and it will help us as a group keep a focus . This is a beginning of our proposal, and, a place to keep ideas, comments of the group, so that our work will be productive and collegial. Lateral management and participation can work well for us.

Please participate....send your ideas, comments to mark.siegmund@member.mensa.org We need everyone's participation cooperation, and good will. We need to hear from you. Thanks

Outline of/for Proposal:

1......that the school is residential, and, a day school for local students when appropriate;

2.....that it is to cater exclusively to the EPG;

3......that first private, then private-public funding will be sought;

4......that it will be designed to accommodate a maximum of 360 students; perhaps starting with as few as 30-60 students

5......that the students will range in age from 4 to 17; (Approximately 5295 people between the ages of four and seventeen would have a Stanford-Binet IQ between 160 and 179. 4. Approximately 17 people between the ages of four and seventeen would have a Stanford-Binet IQ above 180. -Greg Holcombe, 2014)

6......that learning will provide for asynchronicity;

7......that the curriculum will begin with macro-Universe, progressively reducing to the micro-sub-Universe;

8......that the arts and sciences will be fully present in the curriculum;

9......that the teachers will be themselves gifted;

10......that the learning overview and theme, will be that of Spaceship Earth, and the students will be studying and learning how to qualify as "crew" aboard Spaceship Earth....so that the life support and related systems at all levels, of the spaceship are crewed with EPG; students will be oriented to the value of being a " generalist/polymath"....with options to develop a specialty, or specialties, within the "generalistpolymath" framework.

11......In further consideration: that the school be located near a major population center, to accommodate residential students from that area, as well as, students from elsewhere.

12......that tuition and other costs for the students, will be rated on ability to pay...and for those with no ability to pay, full scholarships will be available;

13.....that both boys and girls will be students at the school....ratio of boys to girls will depend on the available EPG population;

14.....that students coming from areas outside the main population (city) will be "adopted" by host families: that students will be encouraged to be in touch with family, by way of email, phone, skype, et al...those from the population area (city) where the school is located, will be able to visit with parents on weekends, and/or other times to be determined.

15.....that there will be qualified counselors/therapists available to/for every student;

16......that the teacher-student relationship, be modeled possibly on the Oxford model of tutor-student

17. The organization of the group may be established as a 501 c3 tax-exempt, non-profit corporation.....the school will be created through and under this corporation. Having this legal status will qualify us for funding from grants, foundations, etc.

18. initially, funding will be sought from private individuals, foundations, grants, etc...once the model is established and has some time demonstrating it's viability, public funding will also be sought

19. the school may be named, 'EPG ACADEMY OF ARTS & SCIENCES'

20. it will begin with one school, planned to be the Main school...having satellite schools apportioned in/near major population centers. there are envisioned 3-6 satellite schools

21. the main school, and the eventual satellite schools will have working relationships with a nearby university/universities