Ex-lawyer turned relationship coach

A Microscopic View of Intelligence

Can creativity be taught? Looking at the average educational system’s emphasis on academics, you’d think not. Rather than illustrating the limits of education, however, the emphasis on the sciences explains its origin.

Mass education first came into being in the mid 19th century. Its purpose? To provide a workforce for the new industrial based economy. This means that our education is loaded with outdated ideological assumptions. Many of them revolve around the concept of intelligence. A concept in which intelligence has been mistaken for intellect.

If we look carefully, we will discover that this view is too zoomed in on its subject.

Our intellect revolves around knowing things. If you cannot translate a thing into a symbol or some other kind of thought process, you cannot think about it. If you cannot think about something, you cannot attempt to know it. So if we have trouble learning or using a system of symbols that has been developed to measure the nameless world, such as language or mathematics, our educators label us as unintelligent.

But there exist other dimensions of intelligence that don’t require a conscious level of understanding. If dancing is as natural to you as the opening and closing of your hands, is that not intelligence? Just because you can’t explain how you do it doesn’t make it any less brilliant. If teachers could adjust their view to include these other dimensions too, they’d be more likely to find genius in every home.

As it stands now, our educational systems are not concerned with cultivating an individual’s intelligence. They only care about measuring your academic ability, which directly demonstrates how well you can follow orders. The more limited our view of intelligence, the less intelligent people we’ll find.

By Jeroen Elsing
Ex-lawyer turned relationship coach