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Ashley J Hatherley ACII

Saturday 7th September 09.30 - 11.00

About: Ashley J Hatherley ACII

Ashley retired seven years ago having spent the previous 34 years working for an international insurance broker in the City of London.  He mainly specialised in policies and other documents.

He has been a member of Mensa since 1981.  He discovered he was eligible to join when he reached the final of a competition which was run jointly by the London Evening Standard and Mensa, and as a runner-up in the competition he was offered a year’s free membership.

In late 2016 he took on the role of Secretary of Phoenix Special Interest Group (for late developers and late achievers) just to keep it going.  He then decided to find out about the causes of late development and the state-of-play of the relevant scientific research, and then pass on his findings in the SIG’s newsletter.  This necessitated him becoming acquainted with numerous different branches of academic study, including some, like psychology, that he had spent a lifetime carefully avoiding.  This was how he started to learn about the complex subject of giftedness.

His other interests include reading fiction and non-fiction, cooking, music of various genres, and following football and some other sports. 

He lives in South London with his wife, Miriam, and they have two grown-up children and a grandchild.

Obscure fact: He had the same English teacher as Colin Dexter, author of the Inspector Morse books.




One of Mensa's core aims is ‘to identify and foster human intelligence'.

Whoever drafted that years ago cannot have appreciated some of the difficulties surrounding that aim: ‘to identify … human intelligence'.  Significant difficulties have emerged within the last half-century.

The talk begins by outlining a concept known as DME, which exemplifies these difficulties.  Dual or Multiple Exceptionality (known overseas as 2e) is a concept in the education of children, and if a child has DME their giftedness is often hidden.   This talk will contain some background to the subject, some discussion of its prevalence, and the kind of measures needed to uncover the hidden giftedness. 

The second concept to be discussed is Asynchronicity, which is about some challenges of raising and educating gifted children.  It provides some background to wider issues affecting gifted people. 

The third concept to be discussed is Academic Acceleration.  This would be more straight-forward were it not for the previous concept of Asynchronicity. 

The fourth and final concept is concerned with gifted adults and, in the absence of a formal name, it will be called the IQ Communication Range.  This is a controversial idea which, it is claimed by some, explains the difficulties that gifted people experience in different walks of life. 


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