The “Mad Genius” Controversy: Implications for Gifted Education

Abstract

Eminent individuals are those who have made a great and lasting contribution to their society. The idea that “genius is akin to madness” has dominated in conceptions of eminence throughout the ages. However, contemporary views of the relationship between eminence and emotional stability based on studies of distinguished individuals assume that mental instability is incompatible with the prolonged and goal-directed effort required in achievement of great social value. The divergence of perspective has arisen from differences in the professional biases of the medical and nonmedical professions, the difficulty of distinguishing between normal and abnormal behaviors, and the diversity of effects on individual functioning that may accrue from mental illness. The issue of emotional stability is examined from the perspective of childhood giftedness as a precursor to development of eminence, and implications are drawn for the education of gifted and talented children.