8

Intelligence

One of the functions of education is the development of intelligence in the student. Intelligence is a capacity hard to define, but at the same time not difficult to recognize.

•     It is the ability to understand or grasp the essence of things – hence the capacity for abstraction.
• It is the ability to apply knowledge to situations that one faces.

Intelligence also involves the following:

• Energy – A mind requires energy to pursue multifarious angles of a question, and pursue them with depth. A lethargic mind is unable to do this, and hence stops at the surface of things. This energy is the foundation of natural curiosity – a mind that is not easily satisfied with what is obvious.
• Freedom – The capacity to arrive at a correct understanding of things requires freedom. Contrasted to this is the tendency to think in terms of fixed grooves or limited angles due to fear.
• Creativity – A result of freedom is creativity, the ability to see new facets of a question, create new combinations of elements, etc.

There is a line that divides intelligence and wisdom. Wisdom entails a deeper capacity to assess a situation from a deeper or wider aspect – that of values or basic principles. Herein lies the awakening of intuition, the seat of true wisdom.

True education entails therefore the following:

•     knowledge
•     development of intelligence
•     awakening of intuition

The development of intelligence and intuition is highly dependent upon the human environment, whether at home or in school. The habits and attitudes of common society are usually not conducive towards the development of these faculties, because they are concerned about the preservation of established orders, customs, traditions, social values, etc. The truly intelligent and creative individual is often disruptive of such customs and traditions, and hence poses as a threat to society.

For ordinary society, therefore, a truly good school may not be perceived as a welcome thing. The school threatens or disrupts the familiar. The standard ways of doing things are questioned. The standard values are questioned. Ordinary people are not prepared for such changes. They feel insecure.

The administrators and teachers must therefore have the clarity of philosophy and self-confidence to be able to face such sincere questionings without feeling threatened. They themselves must have thought about these issues deeply, and even if they do not know the answers to the questions, they should feel ready to explore the questions with students as fellow-seekers.