THE ACQUISITION OF TRUE INTELLIGENCE

“In the conditions of modern life the rule is absolute, the race which does not value trained intelligence is doomed. Not all your heroism, not all your social charm, not all your wit, not all your victories on land or at sea, can move back the finger of fate.” – Whitehead.

True intelligence is not fashioned through the element of fun in teaching and learning. Fun only sows a playful attitude towards learning which will reap its terrible harvest later. As such, I stick only to humour to enliven the teaching and training.

How countries are managed and run today reflect their education system. If it is an education system that thrives on fun and the negation of intelligence, the said country will experience chaos in one form or another as the population has been deprived of proper mental development. The ruler and the ruled will be devoid of reason to settle disputes internally and externally. Doesn’t it show in some countries today?

THINKERS ARE LEARNERS

“Definition is the remedy for ambiguity.” – Lord Riddell.

May this definition of thinking serve to enlighten others on the gist of this article.

“Creative thinking can be learned – but only when two fundamental conditions have been established. First, there must be a need to be satisfied, a difficulty to be overcome, a problem to be solved. Second, there must be a knowledge and comprehension of essential facts and principles; otherwise creative thinking can never occur.” – J. Stanley Gray, Professor of Psychology, University of Georgia.

Can’t one then surmise that thinkers ARE learners? If one doesn’t think, one cannot and will not learn. Where does FUN fall in this thinking and learning? The depth in thinking makes one a better learner than one’s peers. Isn’t the goal of any organisation to be staffed with people who provide creative solutions in their respective fields? Can staff find solutions by being “funny” and throwing antics in the workplace?

Or take another quote from John Dewey – “Experimental thinking, or scientific reasoning, is thus a conjoint process of analysis and synthesis, or, in less technical language, of discrimination and assimilation or identification.”

To quote J. Stanley Gray again – “A cardinal principle of learning is that WHAT is learned is determined by WHAT IS DONE in the process of learning.”

Hence, if one is trained or instructed to THINK in the process of learning, one has naturally learned how to think along proper lines.

People who think deeply and seriously don’t just drop from the sky. And only a minority group are born intelligent. The majority can be taught to become thinkers in schools, colleges and universities that promote thinking skills in their educational systems.

THE NEGATION OF FUN

This whole idea of fun in teaching and training has no place whatsoever in schools, colleges, universities and the workplace. What REALLY happens is that the teacher or lecturer vows the students with his or her personality as well as teaching. One good trait that a teacher should possess is humour. And what REALLY happens is that a trainer vows the trainees with his or her personality and humour. But all this is ONLY possible when the teacher or trainer is well-versed in the subject matter and the delivery of it in a manner that allows the trainees to absorb effortlessly.

When fun in teaching as well as training is taken to the extreme, it is utter mayhem. This is very apparent when the student and trainee learn nothing concrete which will aid them later on in their working life. They will discover to their horror that the workplace is not a ‘fun-filled’ environment. Instead, it is a place where they have to deliver or receive the boot!

As it involves one’s livelihood, should one then display fun in the workplace? Watch how the superior reacts.  He or she will come crashing on the person like a ‘tonne of bricks’. Shouldn’t one then strive to learn and work in an environment that promotes true learning and working. Real competition demands serious learners and workers who perform not only independently but also intelligently.

Economic powerhouses are not built on the ideals of ‘fun’ in learning, teaching or training. During economic crises, they exhibit the ‘power’ to stay afloat economically when others sink into economic malady.

Economic struggles are not easy to overcome. They must be grappled at the outset by minds taught and trained in rigorous standards of education. These standards are not the outcome of a ‘fun-filled’ syllabus. And these standards apply even more in the training field in which adults are at the forefront of an organisation.

Organisations grow or decline by the people staffing them and they should be adequately trained in a serious manner. True results are obtained only this way in the training field.

While some nations are busy promoting fun in their teaching and learning spheres, other nations are busy blazing trails in the economic field. In this way, they aspire to improve businesses and create jobs which help them economically.

Imagine a country with its soldiers drilled in fun at the workplace going to war? The military establishment is a workplace staffed with working adults too. As working adults, who undergo training and drilling from time to time, shouldn’t the soldiers have fun? Introduce fun in all workplaces including the military.

What about staff, who have been entrusted with a country’s reserves, finances and capital, in central banks and securities commissions? Inject fun into their workplaces and the said country goes economically bankrupt.

Fun in the workplace allows two foreigners with fake passports pass through immigration to board a plane. Fun in the workplace allows an unidentified aircraft pass through the airspace of a country undetected. Fun in teaching and learning naturally transfers to one’s working environment as everything is taken lightly and funnily.

Humour puts people in a relaxed mode. Fun turns them into gorillas beating their chests non-stop.

When people say fun, what they really mean is humour which enlivens the teaching. learning or training environment.

Therefore, don’t let fun replace true teaching, learning and training.