The real „talent“ of a genius is the willingness to learn with great dedication. Even if it does not look like they are studying, or if they are – what geniuses like to do – denying that they have to practice. Excellence is the result of high-flying ambitions and frustration tolerant willingness for exertion.

Our European culture is still haunted by the story of „natural talent“. The idea of the genius who appears out of nowhere. This is associated with the concept of „elite“. Because of its thematic proximity to fascist-racist ideology the elite concept was frowned upon. Now this ideology is back and a politicaly charged term, just as „talent“ and „giftedness“. Such fantasies serve to legitimize the growing social differences and the corresponding systems of educational apartheid. These include the allocation of ten year olds to different types of schools, special schools for „gifted“ and „elite“ universities. These institutions are very reliable in producing and reproducing inequality.

There is no scientifically reliable theory. There is also no empirical evidence of linkage of genes with specific higher human faculties. Nor is there a scientifically defined term of „talent“ or „giftedness“. These concepts depend on something metaphysical. They follow a pattern of biologistic interpretation: Anything we cannot explain must be genetically determined. It remains unclear which phenomenon exactly is described with „talent“ and what are the criteria to recognize or predict it.

The idea to restrict support to existing strengths is completely outmoded. In a dynamic world where economy is not predictable, biographies are certainly not. Therefore, only the most versatile development can be a educational goal. The unusual paths of life lead us to the highest level of our possibilities and enable us to cope with all eventualities – not least the requirements of democracy.