From the Preface
Various authors present guidance for thinking and learning and most have a prejudice regarding how you should think by espousing logic, reason, intuition, emotion, reward, or practicality. Most discussions are goal-oriented, and their goal is to make you become a better leader, artist, athlete, expert, scholar, businessperson, or sage. My goal is more general. It is to examine the interaction between the environment and our minds that affect how we learn.
I’ve invented the term “supergenius” to refer to something quite different from the superior over-achiever. We commonly associate aptitude, skill, and prowess with success, intelligence, and celebrity. But aptitude, skill, and prowess are things that can be defined objectively while success, intelligence, and celebrity are subjective terms defined by consensus.
My notion of supergenius is related to my notion of enlightenment, but the word enlightenment comes with too many presumptions and too much baggage. The notion of enlightenment that I’m referring to is not religious, awe-inspiring, or spectacular, but something that’s very private, perhaps hidden and unexpressed. It’s a kind of self-recognition that focuses one’s spirit and life energy to draw out one’s full potential, and to do this without regard to the threat of injury or the promise of reward. Supergeniuses can become mad scientists, starving artists, or both. Sometimes they get rich; usually, they don’t.
This piece of work is as profound as it is elegant. Exploring what might seem like simple concepts into depths of discovery and understanding that should be requisite of anyone working in education. Many educators will go through full careers without considering some of these areas. With this work as a guide, the education landscape could be irrevocably changed for the better.
— Lewis Ames, Director—Children of the Forest
These books immediately—no fooling around—challenge whether you are even learning, and then help you understand how to know if you are learning anything at all! … Here are the most useful questions you will ever ask yourself; crucially important for self-inquiry, self-understanding, and self-esteem. Becoming Supergenius is outstanding! This is definitely genius.
— Ann Hallock, MSW, LCSW, ACSW
After reading Becoming Supergenius, I think I have found my inner voice! It has been sleeping for a very long time. I judge a book by how it grabs me emotionally and intellectually and, indeed, Becoming Supergenius, locked me in and opened my thinking. Life may never find its ‘normal’ for a very long time. So, hold on tight.
— Rose. L. Colby, award winning author of Competency-Based Education: A New Architecture for K-12 Schooling
In Becoming Supergenius: Creativity and Transformation, Lincoln Stoller explores the concept—and importance—of degrees of intelligence. In doing so, he illustrates not just the ability of exceptional genius to affect change, but our collective dire need for them to do exactly that.
— Terry Heick, Founder and Director of TeachThought.com, author of 10 Ideas in Pursuit of a Global Curriculum
Becoming Supergenius: Creativity and Transformation is an engaging and inspiring book that is composed in a way that can be revisited often. No story lives unless someone wants to listen, and Lincoln has developed great skill as a listener and investigator. Sapient, incisive, perceptive, and enlightened.
— Darren Saare, RSW, Leader—Community Health Services, Vancouver Island Health
On exceptional occasions at best, a work is produced that gives the world a glimpse at an explanation of it all, some grand analysis in an otherwise incomprehensible world. Stoller has done just that with Becoming Supergenius: Creativity and Transformation. By combining the experiences and words from thirty-five “supergeniuses” and then weaving them together in his own authentic classifications, he has created a comprehensive guide to being.
— Alexander Khost, Founder of Voice of the Children NYC, and Flying Squads, and organizer at Alliance for Self-Directed Education