Daniel Goleman's landmark theory is a rainbow synthesis - it reasons that intelligence quotient (IQ) and emotional intelligence (EI) are not opposing competencies. They are rather separate entities
The fact is - there is more to intelligence than what meets the mind, eye, or the ear. This is because the whole fulcrum of noted psychologist Daniel Goleman's articulation for emotional intelligence (EI) highlights a perceptively original synthesis of research with insights into the brain architecture that propels our emotions and rationality, as also how EI could be nurtured and reinforced.
Goleman's landmark theory is a rainbow synthesis - it reasons that intelligence quotient (IQ) and EI are not opposing competencies. They are rather separate entities. This underlines one significant credo - that EI matters more than IQ. This is why people with high IQ may flounder, while individuals with a modest IQ do surprisingly well in life - by being smart in a different way and also emotionally intelligent.
In fact, EI defines a whole new way of being smart. It's unlike what was expounded by Charles Murray and Richard Herrnstein in their controversial book, "The Bell Curve" - a study grounded in the idea that IQ is destiny and low intelligence is the 'root cause' for most social ills.
The fact is - our ancient philosophers had intuitively gotten everything right when they said, "If you want memory of good things to be strong, try to forget the evil." Their watchword was, "Think usefully, not via onslaughts of craze, tumult of activity, or countless thoughts." As philosopher Marsilio Ficino said, "Take care to learn the reason behind what has to be learnt. For, reason is the indissoluble bond between truth and memory." The idea underscores a Platonian maxim too, "What has once been well understood can never be entirely forgotten." The principle is quite different, however, in terms of psychology, which looks at the 'cut-out' contrarily. More so, because, it is a discipline modelled on the positivism of science, where the psyche has itself been made into an object of study like any other - aside from reason.
For philosopher Socrates, the unexamined life was not worth living. He classically taught and questioned one particular concept, such as courage, or justice, to depict a flaw in their preliminary conventions and incite a reconsideration of that perception. For Plato, it was reason that could take us far beyond the boundaries of common sense and everyday experience into what he called a 'hyper-heaven' of ideal forms. He visualised about placing a geniocracy of wise, philosopher kings in charge of his 'Utopic Republic.' Aristotle, on the other hand, reasoned that our distinct function as human beings is our unique capability to reason and, therefore, our highest good and happiness comprises in leading a life of balanced thinking.
Yet, regardless of all our technological advances, intelligence has still not been fully explained. All we know today is that it is the outcome of a variety of aspects of every individual's brain organisation, a combination of behavioural, neurophysiological and evolutionary processes that operate in mere seconds. As Bill Calvin, a theoretical neurophysiologist, suggests, "The big issue for understanding intelligence isn't who has more, but what intelligence is, when it's needed, and how it operates.' He explains, "Some of what intelligence encompasses are cleverness, foresight, speed, creativity, and how many things you can juggle at once."
Intelligence, according to a new theory, is the patchwork of 'know-how' and 'know-what' areas in our brain. But, this isn't all. It doesn't, for instance, unmistakably visualise the formulation of extending consciousness, like plant life. As Juan Huarte, a Spanish physician, put it so succinctly, "Intelligence is the ability to learn, exercise judgment, and be imaginative" - a case of neural Darwinism, lyrical and evolving.
Jean Piaget, the cognitive psychologist, emphasised that intelligence is what you use when you know what to do. His perception was based on insight. Insight is, after all, intelligent behaviour. His observation, therefore, captures the essence of what may be called intelligent improvising - the coping and grouping ability which is so fundamental when there are no right answers, like musical improvisations of a composition during a concert, or recital.
According to a paper published in "Intelligence," by psychological science researchers John Protzko and Roberto Colom, intelligence develops through a lifespan. In their words, "There is little better way to make reasonable people look foolish than to ask them to predict the future." In 1903, the President of the Michigan Savings Bank advised Henry Ford's lawyer, Horace Rackham, not to invest in the Ford Motor Company. His 'prophetic' words, "The horse is here to stay, but the automobile is only a novelty - a fad." In 1946, the sceptic's verdict was, "Television won't be able to hold on to any market it captures after the first six months. People will soon get tired of staring at a plywood box."
Interestingly, a study, by psychologists Margherita Malanchini and Andrea Allegrini, published in "Nature" reveals that non-cognitive skills, viz., motivation and self-regulation, are just as important as intelligence in determining academic success. The study reveals that such non-cognitive skills are as fundamental as intelligence in shaping educational success. The skills are influenced by genetics and environment, no less, and they expand progressively. Such abilities are also obviously imperative throughout one's - especially, a child's education - life. The duo's research suggests that fostering one's skills, alongside cognitive abilities, could significantly augment educational and learning outcomes. The findings challenge the traditional emphasis on intelligence, while advocating for a well-balanced approach to education, life and career, too.
Nidamboor is a wellness physician, independent researcher and author
