Despite the title, this article won’t reveal you the true nature of Intelligence, unfortunately that is yet to be figured out. What you will find in this article is an attempt to explore the significance and limitations of rationality in the context of intelligence.
To know or not to know? Or more actually do we have the possibility to know? I believe that the reality of knowledge is something that is only narrowly considered and needs to be recalled. The discussion starts first with what we consider as knowledge. The traditional vision of knowledge as “Justified true belief” will help me to raise the right questions about the knowledge gathering process, and by extension, knowledge itself. The three conditions of this theory will be contrasted with Descartes’ approach: constant doubt, which will enable us to put into perspective our common, taken-for-granted sense of knowledge.
Education is playing a fundamental role in structuring individuals and society at large. It is a mechanism that decides and shapes our learning journey through the educational norms and values it advocates. Such norms and values include: exams and testing, transmitting knowledge, high-achievement, etc. But one has to be critical or even suspicious towards those educational conventions which educational systems around the world have established. Are they fair? Do they fulfil particular needs? If yes, whose needs come first? Are these norms and values effective variables to achieve the ‘right’ education? This article will attempt to de-construct the concept of ‘education’ and will highlight different lenses that would bring a fresh understanding of its policy, structure and implementation in the 21st century.