I don't mean to say we should enrich all kids in the same way though. I mean we should enrich them along axes that are important to them or interest them. Having enrichment and non-enrichment programs is only really one step removed from saying everyone is equal. You're now drawing a distinction, but now we need to wonder: why this distinction in particular, and is it really distinguishing the way we think?
For instance, why aren't we putting all the kids into a room and testing their artistic aptitude, and funneling the kids who are the best artists into elite art programs to foster that ability? Why were IQ tests the only tool used to distinguish students? My wife's school had various different "academies" with disciplined focus areas -- arts, music, sports, etc. - which sound like a good way to do things.
I guess my general point is that all children deserve enrichment, not just the high IQ ones. And even if the high IQ children are more needing or deserving of this enrichment, the methods I've experienced used to make the determination as to who is of high IQ are heavily flawed, although my experience is out of date.
For instance, why aren't we putting all the kids into a room and testing their artistic aptitude, and funneling the kids who are the best artists into elite art programs to foster that ability? Why were IQ tests the only tool used to distinguish students? My wife's school had various different "academies" with disciplined focus areas -- arts, music, sports, etc. - which sound like a good way to do things.
I guess my general point is that all children deserve enrichment, not just the high IQ ones. And even if the high IQ children are more needing or deserving of this enrichment, the methods I've experienced used to make the determination as to who is of high IQ are heavily flawed, although my experience is out of date.