In this series, we have explored the falsity in our current acceptance of what intelligence means, and the fact that our current education system continues this and fosters a limiting of our children.
We saw in Part 9 that we teach our children that they need to value their ability to regurgitate information way over and above their inherent wisdom about life, about themselves and about others.
And the compromise, or the sell-off from this is huge. What we discount (diminish or put aside) in the process is:
- the connection we automatically and naturally feel and have with others,
- the ability to listen to our bodies and know what is true and what is not, and
- the deep care we naturally have for others.
In its place, we are taught, through informal and formal education, that what matters most in life is:
- success (which automatically means you are above others, so someone has to be less)
- security (which means you will be safe, which automatically sets us up to think that we need protection, that it is not safe to be open and transparent and that the only way we can be safe in life and not decimated by it is to solidify us in a prison of success, however that may look or be painted for us), and how-so-ever it is achieved.
Above all else, we are taught that if we achieve all of this, and especially if we end up with a whole long line of impressive letters after our name, we will be intelligent and we will have made it and life forever after will be great.
But the list of people who have so called made that grade, and yet have dismal relationships, very unhealthy bodies, rely on substances to get them going in the day or to make it through the day, and substances again to take the edge off at night (let alone the many who push that far further), shows us clearly that what we are painting as success is not truly success at all.
So we would have to ask ourselves from this – is our current idea of intelligence truly intelligent at all? Or are we setting ourselves up to fail because we are settling for a type of intelligence that leaves out what matters at the core.
Our education system (throughout its various stages) supports this settling for less, because it misses out on one key aspect – it leaves out the fact that education is about developing people.
In order to restore a sense of true success and true community amongst people, we need to start to shift what it is we are valuing, above all else.
Perhaps one day, we will not say that knowledge rules above all else, but put fundamental values and quality of life at the top of what we cherish the most. Continue reading “Intelligence – Part 10 – The potential of education”