Intelligence – Part 10 – The potential of education

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”

Intelligence – Part 9 – We teach our children to limit themselves

In this series, we have explored the falsity in intelligence and our education system.

Education starts very young – way before school, with the way we speak to our babies, toddlers and very young children, the images we feed them about what they will be like when they grow up, what they need to look like, how they need to behave.

We also teach them, over and over again, that their worth is in what they do – they are absolutely praised to the hilt when they can recite their ABC at a very young age, or if they demonstrate they can read very young, or know their numbers or even mathematics. They very quickly learn that the ability to remember information and then be able to spit it out, gets them very large doses of approval. We call that intelligent; we call them intelligent. We call so and so’s child intelligent because they can repeat a number of pages by rote of their favourite book at the age of 2. We say another child is intelligent because they can answer maths questions incredibly quickly. Yes of course these things are amazing, but what are we setting up our children to be and become with our focus on this? Continue reading “Intelligence – Part 9 – We teach our children to limit themselves”

Intelligence – Part 8 – Does education deliver an empty promise?

So far in this series, we have looked at what intelligence actually means, and what our education system hands out as so-called intelligence. We have explored that, if our model of intelligence is false, then what we hold out to be our ‘aims’ or standards in life, are actually severely limited.

Education plays an important part in this because it continues to teach and promote a standard of intelligence that in-truth keeps us capped.

We teach that intelligence means the ability to recall information. We strive after this, thinking that if we have it, it will make us successful. The ultimate aim of all of this is to seek and achieve security – we think that recall (which we falsely call intelligence) will deliver us success and when we have that we will be secure in life, can put down the tools and just rest on our laurels.

However, the truth is that this is not what actually occurs in practice. We tend to fall into one of two extremes or the many linear points in between. As we saw in Part 7, we can be one of the very few (comparatively speaking) who reaches the top of the pile. Or we can be one of the very many who do not, and who then go through life feeling they never made it, with the resultant given-up state that so many demonstrate. But even those at the so-called top of the pile are not truly successful – which draws into question our very definition of success, and the values we hold dear to in life.

The fact is, how can we call a person successful if they are not vital, joyful and have great relationships? Similarly, how can we call a business successful if it makes great profits but treats its staff terribly and the staff are all burnt out? And so it goes on.

Our continuing quest for success starts very young, when we are rewarded greatly every time we can accomplish a task. We are not rewarded for just being the joyful little bundles that most of us are as babies; we are rewarded for ticking the boxes that make us a “good baby”. And our parents measure our ‘progress’ against the benchmarks that state what a “good baby” means – not by connecting with us just as who we are. And we go on to do exactly the same to our own children when we have them.

Education follows the same premise. We educate our children in many more ways than the formal schooling system. And in many ways, the formal schooling system is just an exacerbation of the values we instil in our young from the beginning of life.

The result is that our education of our children leaves them (i.e. us, as we have all been through it too) aiming for a point we consider to the be the highest we can reach. That point promises safety, security and success. However, what is exposed is that when we reach it (if we ever do) there is an emptiness to it, because there was always one major factor missing in the mission to get there – and that factor is connection and quality of life. Continue reading “Intelligence – Part 8 – Does education deliver an empty promise?”

Intelligence – Part 7 – What does education paint as success?

So far in this series, we have been willing to look behind the glittering images our education holds out for us as the pinnacle of success, and we have seen that what we painted as success, may not be success at all.

We are told that all of life will be okay, and we will have made it if we can achieve three things:

  • Information (and the ability to recall it – which we call intelligence)
  • Success (which comes from the above)
  • Security (which is the supposed result when we achieve success, through our limited definition of ‘intelligence’)

All of this leaves us aiming for success = a fixed point somewhere ‘out there’ that we have to reach in life – and this is what matters most. We end up thinking that when we achieve that, we will have made it and everything will be better. Continue reading “Intelligence – Part 7 – What does education paint as success?”

Intelligence – Part 6 – What are the pinnacles we aim for in life?

This is a continuation of our series on intelligence and education: Are we willing to look at where we might have gotten it very wrong?

We are exposing in this series that intelligence may not be what we have thought it to be. In fact, we may have cut ourselves off far short of the mark…

We have accepted intelligence as meaning recall – if you can reel off large amounts of information on point and quickly, then you are considered more intelligent than someone else who cannot to the same degree. But is this true? What if this very narrow view of intelligence is both not-intelligent, but also limits us, to our great demise?

The answer to this becomes very clear from what we teach our children, and model ourselves as adults, as being what is most important in life. If we look closely at the values we impart to our children, right from birth, it comes down to three things. We teach them that what matters in life is: Continue reading “Intelligence – Part 6 – What are the pinnacles we aim for in life?”

Intelligence – Part 5 – What do we teach is intelligence?

In this series, we have explored the knowing that we are far more than what we are currently living. In Part 1 and Part 2, we looked at our report card as a society and exposed that we are not actually doing so well at all, when we are prepared to look at the whole. In Part 3, we exposed the fact that positive thinking does not really do anything to truly advance us at all, and just makes us think things are all okay but does not change anything underneath. In Part 4, we exposed that making things look good on the outside, is not really it.

Is it possible that what we teach through education and what we accept to be intelligence keeps us capped at less than what we could be and could have together?

We need to be willing to see what is not working in life, so that we can choose to adjust it. This requires a great honesty on our part, in fact it requires us to be courageous enough to admit we have got it wrong.

A very useful place to start is to look at what we are taught is most important in life. This exposes that we are actually set up from the beginning to keep things going, exactly as they are (and in fact getting worse as the statistics show). Continue reading “Intelligence – Part 5 – What do we teach is intelligence?”

Intelligence – Part 4 – Making things look good on the outside is NOT intelligence

In the previous parts to this series we have been willing to ask questions we tend to avoid in life. We like to think of ourselves as a super intelligent society and we pride ourselves on all the amazing things we can do and achieve. And they certainly are impressive. But there is so much that is far less than amazing – and what we have looked at thus far in this series is that, if we push that part under the carpet and say “it’s not so bad” or “it doesn’t really matter” then the fact is, we all actually suffer. In fact, could we not say that we are actually fooling ourselves as to what is really going on?

We come to the point in life where we say, ‘it all looks good on the outside, but you know what? There has to be more than this’. We can and should commence this enquiry with ourselves, first. Seeing the examples we listed in Part 1 and Part 2 (of where we are at as a society as a whole) can help us to want to start the questioning process – because it is a wake up call that says that things are not necessarily as rosy as we have wanted to believe.

All we need to bring is a willingness to ask, and to explore – Are things really as ‘fine’ or ‘okay’ as they seem? If we are willing to look at ourselves – we could for instance look at: Continue reading “Intelligence – Part 4 – Making things look good on the outside is NOT intelligence”

Intelligence – Part 3 – The falsity in positive thinking

In Part 1 and Part 2 of this series, we have asked ourselves some pertinent and challenging questions about the state of play in human society. We have looked at distinct examples (which are just a few of what we could explore in a detailed analysis) that indicate that – on the outside, things may look great, but if we are prepared to look deeper, we can quite easily see they are not.


Is this a pessimistic approach? Is it negative? The point is, it is not only not-negative, it is the way out for us.

We are taught to be positive, think positive, and affirm, affirm, affirm. But what does this actually do for us? The truth is, it keeps it all as it is, just sailing along as before, except that we are pretending that it is all actually fine. Continue reading “Intelligence – Part 3 – The falsity in positive thinking”

Intelligence – Part 2 – Being prepared to ask difficult questions

In Part 1, we looked at where we are at as a society, with the many impressive things we have achieved (which are undoubtedly amazing), but also at what we could call our report card as a human species. The obvious fact that emerges from this is that we are not actually well.

The fact is, this says a lot about our intelligence, or what we are accepting as intelligence at present in our society.

We should be pausing to ask ourselves questions like these:

  • How can a health-care professional be intelligent if he or she educates their patients/clients about health but smokes, drinks and/or does not exhibit true care?
  • How can a business be deemed to be successful, and be said to be run by intelligent people, if its revenue is high but its staff are burnt out, stressed, overwhelmed and therefore not supported or truly cared for?
  • How can a family be said to be intelligent if the majority or all of its members are in high-ranking professions or successful careers, but they never actually truly come together, they are not (if one is super honest) deeply settled in their bodies and in themselves and they are not (if the truth be known) actually happy at all?
  • On the same topic, how can a parent call themselves successful if their child (grown up) has achieved a great job, a marriage and 1.5 kids, a house in the ‘burbs, and a car, but behind the scenes is unhappy, disconnected from their partner, can’t get through the day without one substance or another, and has no or little spark of life?

Is this too much for us to ask? Continue reading “Intelligence – Part 2 – Being prepared to ask difficult questions”

Intelligence – Part 1 – Are we intelligent?

Are we an intelligent race?

We have an incredible ability to design and create amazing things. We have buildings that can touch the clouds and defy what we had as a modern society thought possible in terms of structural stability. We have vehicles that can travel at enormous speeds and transport people in a flash. We have the ability to put satellites in space and pinpoint a geographical location on earth and then map it out from one exact point to another. We have digital devices and machines that can now do many tasks for us – the automation of ‘things we have to do’ in life is now very much a reality. Self-driving cars are no longer just a theory or a sci-fi topic of interest. And of course right there in relation to our bodies, we have medical procedures that have far surpassed what used to be possible and can now perform detailed, highly intrinsic and fragile surgery with expertise, precision and repeated success through the use of laser and keyhole surgery. This list of course could go on and on.

All of this is no doubt great. But are we intelligent? Continue reading “Intelligence – Part 1 – Are we intelligent?”