Representations of integrated intelligence within classical and contemporary depictions of intelligence and their educational implications

Marcus Anthony

doi:10.25907/00598

Is the human mind and its innate intelligence confined to the brain, as mainstream contemporary mind science tends to assume? What if it is not? Where might that take intelligence theory and education in the years to come and why are such questions largely absent from mainstream discourses on consciousness, intelligence and education? This thesis addresses these questions. A poststructuralist approach employing Inayatullah's (2002a) Causal Layered Analysis has been used to unpack the development of Western epistemology and the mainstream discourses mentioned above. An essential binary between the contrasting approaches to knowledge inherent within critical rationality (reason) and mystical spirituality (intuition) lies at the heart of this thesis. The former is dominant in the modern West. Yet this research has revealed that the latter has played a significant role in the development of Western civilisation and culture, as well as being a prime driving force in Eastern and indigenous cultures. The theory of integrated intelligence-which is the central focus of this thesis-posits that the human mind is not confined to the brain, but exists within a sea of consciousness. It is thus more compatible with mystical spirituality than critical rationality. The study also found that systems theories of intelligence are expanding the parameters of this discourse to include such concepts as creativity, intuition and wisdom. However there is little evidence that mystical/spiritual concepts are being taken seriously. A finding is that the underpinning mechanistic paradigm is the single greatest factor in this regard. Therefore a paradigm shift is required before a theory like integrated intelligence will be permitted entry into the mainstream discourse as a serious subject of discussion. This research supports the hypothesis that hegemonic processes are inherent within contemporary mainstream discourses on mind and intelligence in the West. Mystical and intuitive conceptions are generally downplayed, ridiculed or ignored. Causal Layered Analysis revealed that this hegemonic process is not always explicit. It exists as implicit givens in a variety of sites at the social and systemic level, the paradigmatic and worldview level, and also at a deeper civilisational and psycho-spiritual level. The study found that there are several defining tenets which characterise the respective sides of the rational/intuitive binary. The most notable features of the former include strong materialism and reductionism, while the subject-object split remains a central philosophical and methodological given. The latter tends towards idealism, holism and a merging of self and subject. Critical rationality and mystical spirituality are not incompatible, and may form a unity in the future. Introducing integrated intelligence into contemporary state education and the knowledge economy may help offset some of the most obvious problematiques inherent within these systems. These problems include confusion, information overload and loss of meaning. In the long term integrated intelligence may assist in transforming society into a more integrated whole; one which more fully acknowledges the mystical and spiritual aspects of human existence. This will help to correct some of the imbalances which have emerged from the globalisation of education, which has tended to focus upon the economic and technological aspects of learning and development.

Representations of integrated intelligence within classical and contemporary depictions of intelligence and their educational implications

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