Dr. Evangelos Katsioulis, M.D., M.Sc., M.A., Ph.D., works as a consultant psychiatrist and psychotherapist through online psychotherapy and counseling for Psycall. He earned an M.D., Medical Doctor Diploma (2000), M.Sc., Medical Research Technology (2003), M.A., Philosophy (2012), and Ph.D., Psychopharmacology (2015).
Dr. Katsioulis earned the best performance in the Cerebrals international contest (2009), best performance in the Cerebrals NVCP-R international contest (2003), best performance in physics for the national final exams in Greece (1993), and third place in the Maths national contest in Thessaloniki, Greece (1989).
Dr. Katsioulis scored some of the highest intelligence test scores (SD16) on international record with an IQ score of 205 on the NVCP-R [Rasch equated raw 49/54] in 2002. Dr. Katsioulis remains a member in over 60 high IQ societies. In addition, he is the president and founder of Anadeixi Academy of Abilities Assessment and World Intelligence Network (WIN), and OLYMPIQ, HELLIQ, CIVIQ, GRIQ, QIQ, IQID, GREEK high IQ societies.
Dr. Katsioulis writes articles, novels, and quotes including screenplays – ELLHNAS.com (2008) and TI PEI (2009). Also, he contributed to the web advertisement-management of NAMANIC.com and the web development of Charing Cross Scheme in Psychiatry (2006), Charing Cross & St Mary’s Membership of the Royal College of Psychiatrists (2006), and Aristotle University of Thessaloniki – School of Medicine – General Biology Laboratory (2012). He lives in Thessaloniki, Macedonia, Greece.
Dr. Evangelos Katsioulis is a Greek friend and colleague through membership on the Advisory Board of In-Sight: Independent Interview-Based Journal. Here is an interview with him, just for you, part 1.
Scott Douglas Jacobsen: How did you find developing from childhood through adolescence into young adulthood with extraordinary giftedness? Did you know from an early age? What events provided others, and you, awareness of your high-level of ability?
Dr. Evangelos Katsioulis: Thank you for your question. Well, I didn’t have any forehead mark indicating that I have any special abilities, so my childhood was mainly full of activities that I enjoyed, such as reading literature, solving math, logical problems and puzzles, getting involved in discussions with adults and having rather many questions.
I can recall an instance that I was a little boy and I made a reasonable for me at that point assumption that given that the white sheep produce white milk, the black ones should produce cocoa milk. I should emphasize that I enjoyed more spending my time on my own instead of socializing, which lasted till my adolescence. Teachers’ feedback was positive and promising at all stages of my education.
At this point, I should mention that I am very grateful to my parents, both teachers of the Greek language, who provided me a variety of mental stimuli and a proper hosting setting for my interests. During my adolescence, I had a distinction in the national Math exams in 1990 and in the national Physics Final exams in 1993 among some thousands of participants.
I was successful to enter the School of Medicine on my first participation in the entrance exams in 1993 and I was one of only six successful candidates who sat for the exams for the first time.
Jacobsen: You scored some of the highest intelligence test scores on record, nationally and internationally. In many cases, you scored the highest. For some of your scores on these tests, I recommend readers to your website: katsioulis.com.
You competed in the Physics National Final Exams (Greece, 1993), Cerebrals NVCP-R international contest (2003), and the Cerebrals international contest (2009). You earned the best performance in all three. In light of this, when did you find your first sense of community among fellow ultra-high ability individuals?
Katsioulis: Thank you for the impressive introduction to your readers. My ranking on the Physics National Final Exams is mainly the result of hard work and personal interest in Physics. Having scored quite well in some IQ tests and contests, I joined many High IQ Societies since 2001.
I noticed that there were some difficulties in their proper functioning minimizing interactivity and subsidizing creativity. Therefore, I took the initiative in 2001 to form a pioneer organization focused on promoting communication and enhancing productivity for the individuals with high cognitive abilities.
This organization is the World Intelligence Network, (http://IQsociety.org), standing as an international collective entity dedicated to foster and support High IQ Societies. Currently, 48 High IQ Societies are affiliated with WIN.
Furthermore, I formed 5 core High IQ Societies covering cognitive performances from the 1st to the 5th standard deviations above the mean (IQ 115 to IQ 175, sd 15), (QIQ, http://Q.IQsociety.org), (GRIQ, http://GR.IQsociety.org), (CIVIQ, http://CIV.IQsociety.org), (HELLIQ, http://HELL.IQsociety.org), (OLYMPIQ, http://OLYMP.IQsociety.org), one High IQ Society only for children and adolescents (IQID, http://Child.IQsociety.org) and one only for the Greek people (http://IQsociety.gr).
Last but not least, I started a Greek NGO about abilities, giftedness and high intelligence named Anadeixi (http://aaaa.gr).
Jacobsen: If you could, how would you change the educational systems of the world? In particular, how would you develop an educational system to provide for the needs of the gifted population?
Katsioulis: The development of a more personal, more accurate and proper educational system is one of the target goals of Anadeixi. I strongly believe that not even 2 different persons can have the exact same profiles, characteristics, needs, personalities, interests, abilities, backgrounds and goals.
Imagine the diversity and variety of the students’ profiles if you expand this hypothesis including all the students of any educational system. Any person is different from any other and should be treated as such.
It is rather an unfair, conforming generalization all of the students to participate in the exact same educational program. There should be an introductory level of the basic sciences offered to anyone and on top of this an additional specialized education program based on the personal needs and potencies of any of the participants.
Anyone should know how to read and write, to make simple math calculations and to have some basic awareness of history, geography and the rest main fields of knowledge. However, some of the students have specific preferences and interests and the educational system should take these into consideration and respond accordingly.
Regarding the structure of such an educational system, there could be a 2-dimensional. The horizontal axis may include all the special fields of science, knowledge and interests and the vertical axis may demonstrate the various levels of performance and awareness.
Thus, any participant can be allocated to the proper horizontal and vertical places based only on his interests, preferences, goals and current expertise and awareness. In such an educational system structure, there is no place for any age or other restrictions or limitations.
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