And suddenly, I realized the system that I was in did not know what intelligence was, didn't know how to identify smart and not smart. They called me the best, when I knew I wasn't, and they called him the worst, when he was the best. I mean, there could be no more antipodal environment. So I began to question: What is intelligence? Who says? Who says you're smart? Who says you're not smart? And what do they mean by that?
Interpretation
The quote highlights the subjective nature of intelligence and challenges conventional beliefs about it.
Tony Buzan expresses his realization that the system he was part of lacked a true understanding of intelligence. He reflects on the arbitrary labels placed on individuals regarding their intelligence, prompting a deeper questioning of what intelligence truly means and who gets to define it. This introspection unveils the inconsistencies in societal judgments of intelligence, emphasizing the need for a broader perspective.
In practice
In a discussion on education reform, this quote can illustrate the flaws in standardized testing.
Like our physical bodies, our memory becomes out of shape. As children, we are constantly learning new experiences, but by the time we reach our 20s, we start to lead a more sedentary life both mentally and physically. Our lives become routine, and we stop challenging our brains, and our memory starts to suffer.
Many of us grow up thinking of mistakes as bad, viewing errors as evidence of fundamental incapacity. This negative thinking pattern can create a self-fulfilling prophecy, which undermines the learning process. To maximize our learning it is essential to ask: "How can we get the most from every mistake we make?"
Many think of memory as rote learning, a linear stuffing of the brain with facts, where understanding is irrelevant. When you teach it properly, with imagination and association, understanding becomes a part of it.
I used to take formal notes in lines of blue, and underline the key words in red, and I realised I needed only the key words and the idea. Then to bring in connections, I drew arrows and put in images and codes. It was a picture outside my head of what was inside my head - 'mind map' is the language my brain spoke.
Learning how to learn is life's most important skill.
School divides life into two segments, which are increasingly of comparable length. As much as anything else, schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them.
We have to move back to the idea that education isn't about teaching people to bow to rigid rules. That's not what democracy is about.
If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men.
The trouble is not that schools don't work; they do. They're excellent machines for achieving historically accepted purposes. In suburban schools are children of the rich, who grow up to privilege and anesthetic oblivion to pain - and who then use the servants produced by ghetto schools.
I speak as a man of the world to men of the world; and I say to you, Search the Scriptures! The Bible is the book of all others, to be read at all ages, and in all conditions of human life; not to be read once or twice or thrice through, and then laid aside, but to be read in small portions of one or two chapters every day, and never to be intermitted, unless by some overruling necessity.
It scares me to think that one day I'm not going to be in school anymore.
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