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Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities

2022-07-01

 

 

 

 

 

 

 

 

 

 

 

Interviewer: Scott Douglas Jacobsen

Numbering: Issue 30.E, Idea: Outliers & Outsiders (25)

Place of Publication: Langley, British Columbia, Canada

Title: In-Sight: Independent Interview-Based Journal

Web Domain: http://www.in-sightpublishing.com

Individual Publication Date: July 1, 2022

Issue Publication Date: September 1, 2022

Name of Publisher: In-Sight Publishing

Frequency: Three Times Per Year

Words: 871

ISSN 2369-6885

Abstract

Tor Arne Jørgensen is a member of 50+ high IQ societies, including World Genius Directory, NOUS High IQ Society, 6N High IQ Society just to name a few. Tor Arne was also in 2019, nominated for the World Genius Directory 2019 Genius of the Year – Europe. He is also the designer of the high range test site; www.toriqtests.com. He discusses: education; a new cohort of students; build a rapport; identifying the more astute students; teaching; teachers get good or stay bad at teaching young students; the most difficult; encourage good behaviour; and deal with highly difficult students.

Keywords: character, education, normalization, schooling, the young, Tor Arne Jorgensen.

Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities

*Please see the references, footnotes, and citations, after the interview, respectively.*

Scott Douglas Jacobsen: Non-intellectual aptitudes may serve the generic student throughout the lifespan more than any other form of education. Intellectual gifts are one aspect. There are numerous proposals for them. However, as with any teacher, you’ll work with a wide variety of students. Boundaries, compassion, friendship, forgiveness, self-efficacy, even learning to grieve, will serve them in life more and fit under the heading “Education” more than anything else. An education directed toward character rather than intellect: Character counts. A simple act of forgiving wrongs against you, setting boundaries from those who wronged you, and moving forward with self-efficacy, will provide a richer sense of an actualized life than knowing the names and locations of all the capitals and cities in the world, which will, more often than not, be forgotten and can be looked up. Similarly, the ability properly to know grief: Death. An inevitability of life’s end, of those around oneself and of oneself. Grief will come; knowledge of how to grieve loss can help in a similar manner to forgiveness, boundaries, and moving forward. Or humour, of one’s idiocy and of others’, too, whether in misunderstandings and no second chances for clarification, or the everyday stuff and keeping oneself together, or, unfortunately, the occasional intellectual and life catastrophe, they happen. Humour contextualizes. We’ve all experienced these things. I’m laughing at myself building an IKEA bookshelf today, for example. How do you educate the character of students?

Tor Arne Jorgensen: Building one’s character must then be statute to be the parent’s primary fundamental function, in which the functional aesthetically charismatic of one’s characters are being transferred as for the premises through equalization. The schools of today have sad but true, become the subject of a dualistic transformation, whereby both prosocial behavior change, and now academic enrichment go hand in hand. What can then be said about the handling of the fostering a character, is in the awareness of the self. This proof can only be triggered in the state it allows itself to exist.

The basis for this is formulated of: Who am I, who do I want to appear as, what do I want in life, who are my friends, and am I real? When these formulations are being answered and accepted as absolute values, then the true character of the self is visualized. Not an easy task for any teacher alone, but made possible with the collaboration with primary institutions, this is where the real work is done, only by the extension of the primary institutions.

Jacobsen: Do you humanize yourself in the process of education? Bring yourself to the metaphorical ground, not become artificially relatable – so corny, but to be real with students – but not gritty.

Jorgensen: Being viewed upon as genuine through one’s actions, is seen as an absolute core value for me in the pursuit for mutual understanding and respect. False facades whipped up by false idols are to be regarded with pure contempt, as they are only destructive cowering’s of both social / professional bearing fundamentals.

Jacobsen: What values seem most pertinent to the life of a young person in the classroom with them?

Jorgensen: Friendship, affirming old ones and connecting new ones.

Jacobsen: Some students can be excluded for developmental delays or particular disabilities. How do you work within this context with students and the student with delays or disabilities? Obviously, it’s more sensitive and a more effortful process.

Jorgensen: The challenges that will then follow these types of students, will then be first associated with a test regime, which then again decides whether or not to introduce various measures regarding the need for special education, whereby specific teaching arrangements are adapted to their level of learning. There are 2 ways this is done mainly. Either these students in the classroom are on an equal footing with the other normally functioning students, or group compositions with equal students are used in group rooms with a special educator.

When using a normal class function, an individual training plan is prepared for the student or students that this may apply to, and then becomes the leading factor for what type of teaching aids that will then be used in accordance with the original facilitated plan and have the approval of the school’s special education coordinator. This is a standard procedure, where after a review of each completed term. New assessments are being reevaluated as to customize a new training material, and lastly at the last term is over a final report is written to see if the plan that was originally set up worked as intended or not, which is then brought with further in the teaching process for the student or students to whom this may then apply.

Jacobsen: Different students will have different life difficulties, potentially, as with developmental delays and disabilities. Do you find yourself emphasizing some values more than others with these students and other students in relation with them (and vice versa)?

Jorgensen: No will not say that the way for me is to normalize as far as possible, their schooling with special students in mind, and the rest of the students. A most normal, is clearly preferable for all parties, it avoids unwanted visibility and possibility for stigma.

Footnotes

[1] Tor Arne Jørgensen is a member of 50+ high IQ societies.

[2] Individual Publication Date: July 1, 2022: http://www.in-sightpublishing.com/teaching-2; Full Issue Publication Date: September 1, 2022: https://in-sightjournal.com/insight-issues/.

*High range testing (HRT) should be taken with honest skepticism grounded in the limited empirical development of the field at present, even in spite of honest and sincere efforts. If a higher general intelligence score, then the greater the variability in, and margin of error in, the general intelligence scores because of the greater rarity in the population.

Citations

American Medical Association (AMA): Jacobsen S. Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities [Online]. July 2022; 30(E). Available from: http://www.in-sightpublishing.com/teaching-2.

American Psychological Association (APA, 6th Edition, 2010): Jacobsen, S.D. (2022, July 1). Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities. Retrieved from http://www.in-sightpublishing.com/teaching-2.

Brazilian National Standards (ABNT): JACOBSEN, S. Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities. In-Sight: Independent Interview-Based Journal. 30.E, July. 2022. <http://www.in-sightpublishing.com/teaching-2>.

Chicago/Turabian, Author-Date (16th Edition): Jacobsen, Scott. 2022. “Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities.” In-Sight: Independent Interview-Based Journal. 30.E. http://www.in-sightpublishing.com/teaching-2.

Chicago/Turabian, Humanities (16th Edition): Jacobsen, Scott “Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities.” In-Sight: Independent Interview-Based Journal. 30.E (July 2022). http://www.in-sightpublishing.com/teaching-2.

Harvard: Jacobsen, S. 2022, ‘Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities’In-Sight: Independent Interview-Based Journal, vol. 30.E. Available from: <http://www.in-sightpublishing.com/teaching-2>.

Harvard, Australian: Jacobsen, S. 2022, ‘Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities’In-Sight: Independent Interview-Based Journal, vol. 30.E., http://www.in-sightpublishing.com/teaching-2.

Modern Language Association (MLA, 7th Edition, 2009): Scott D. Jacobsen. “Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities.” In-Sight: Independent Interview-Based Journal 30.E (2022): July. 2022. Web. <http://www.in-sightpublishing.com/teaching-2>.

Vancouver/ICMJE: Jacobsen S. Schooling the Young 2: Tor Arne Jorgensen on Non-Intellectual Qualities [Internet]. (2022, July 30(E). Available from: http://www.in-sightpublishing.com/teaching-2.

License

In-Sight Publishing by Scott Douglas Jacobsen is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Based on a work at www.in-sightpublishing.com.

Copyright

© Scott Douglas Jacobsen and In-Sight Publishing 2012–Present. Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Scott Douglas Jacobsen, and In-Sight Publishing and In-Sight: Independent Interview-Based Journal with appropriate and specific direction to the original content. All interviewees and authors co-copyright their material and can disseminate for their independent purposes.

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