ANOLENE THANGAVELU PILLAY
In a world where intelligence and ethics converge, education is set to rewrite the DNA of human progress. But, do we really believe that formal education is the sole determinant of ethics and intelligence?
We assume those with formal education are essentially more ethical and intelligent. But is this assumption rooted in reality? Does a university degree necessarily translate to ethical behaviour or superior intelligence?
To understand the complexities of intelligence, ethics and education, this article will explore the fine distinctions that lie beneath the surface of human character, revealing its multifaceted nature.
As we strive to create a more just society, it is essential that we re-examine our assumptions about what makes someone knowledgeable, skilled and ethical. While university degrees are often seen as the gold standard of achievement, it could be recognised that this narrow focus can lead us to overlook the outstanding contributions of individuals who have taken alternative paths to knowledge and personal growth.
It is fascinating to observe that individuals without university qualifications often demonstrate exceptional ethics in their daily lives yet they are overlooked or under-appreciated.
This phenomenon highlights a deep-seated bias in our society, where academic credentials are often overvalued and considered the primary indicator of intelligence, capability and character.
In essence, true intelligence combines intellectual prowess, emotional maturity and key skills guided by a strong moral compass and a growth mindset. It is not exclusively about academic achievements but about how one applies their learnings, skills and values to personal and professional aspects.
In reality, many factors influence a person’s ethical compass and intelligence such as upbringing, personal values, life experiences and social environment.
Education can foster critical thinking, emotional intelligence, reflection and respect for diversity, among other skills which are vital for making ethical decisions. Education is just one aspect of a person’s overall development that does not automatically guarantee ethical behaviour or superior intelligence.
In a world where social media highlights our best moments, we overlook those who embody this kind of true intelligence. Is it because our society has been conditioned to associate intelligence solely with academic credentials, overlooking the wealth of knowledge, skills and values that exist beyond the confines of a university education?
Why do we overlook the humane qualities that make them exceptional yet do not require a degree to develop?
While we often celebrate intellectual achievements, it is emotional intelligence that cultivates profound connections and a more harmonious community.
Why not acknowledge their strong ethical nature by recognising the human aspect beyond their credentials in either personal or professional settings?
The key step is to redefine what intelligence means. By acknowledging that emotional intelligence is just as valuable as intellectual intelligence, we can move beyond surface-level assessments.
This means creating more comprehensive evaluation systems, ones that take into account an individual’s values, principles and character alongside their education and achievements – whether gained through formal education or alternative paths of self-directed learning, work experience and personal development.
Additionally, these systems would consider an individual’s commitment to lifelong learning, creativity and innovation. By doing so, we can start to level the playing field giving those who are overlooked a fair opportunity to showcase their capabilities.
Established beliefs of intelligence are often tied to academic achievements with IQ tests serving as a touchstone for intelligence. However, these tests have been criticised for their limited scope, failing to account for the diverse range of human intelligence.
Howard Gardner, a renowned psychologist states, “IQ tests are not a definitive measure of intelligence - the concept of intelligence is more complex and multifaceted than we originally thought”. This redefinition of intelligence includes multiple types of intelligence, and is crucial in recognising talented individuals, regardless of their educational background.
As we venture into the hidden landscapes of human intelligence, we may discover that the most remarkable minds are found in seats of learning, but also the unlikeliest of places, the streets, the markets, and the homes of those who have never set foot in a classroom. It is here, in the untapped reservoirs of human potential, that we may uncover the true essence of intelligence – unconventional and utterly extraordinary.
Ultimately, our exploration of intelligence has brought to light that we have reached the tipping point. Societal assumptions about education and ethics must be rethought.
We have seen that intelligence is multidimensional, encompassing various aspects beyond traditional academic abilities. It is essential to acknowledge that individuals without a formal degree can hold strong ethical insight, on par with their university-educated peers.
By recognising and valuing diverse forms of intelligence, we can create a more inclusive, fair and unbiased society. So, let us not limit ourselves to conventional thinking rather, we should colour outside the lines and let ethics shine through in all its vibrant forms sparking a rainbow of positive change.
Anolene Thangavelu Pillay is a Psychology Advisor.
Daily News