OTavern wrote:Marabod wrote: Social development goes by the same rules - and slowly building up evolutionary quantitative changes in the social system are followed by the rapid revolutionary, qualitative change of this system into the next one up. A school pupil for the long 10-12 years evolutionary increases the knowledge, and then the revolutionary stage would be passing the tests and getting a certificate of Secondary Education... In no cases of this type any higher Conscience plans the process stages, it all goes its own natural way. These processes are all around us and we witness them every day, it is just necessary to have the eyes to see
Are you trying to imply that the education system is not intentionally designed by intelligent beings? What do all those creatures in departments of education all over the world do, then? You are trying to prove that evolution is not a designed process by showing how it is like a designed process. Hmmm. Interesting.
Or perhaps are you suggesting that learning itself is not a process that requires intelligence?
Do you honestly believe that the process of education was not the product of centuries of design through thoughtful consideration and research about child development, curriculum development, age appropriate content, metacognition, assessment and instructional methods?
So evolution is dialectical like the process of education, but it is not designed. Which point were you trying to prove?
Even if you are merely referring to the learning cycles of each individual student, I fail to see your point because there is a dynamic between the intelligently planned pedagogy and the child's own intelligence that results in learning taking place. So intelligence is not a byproduct it is an essential feature of your example. Or are you really claiming that education is a mindless activity?
You are correct thar we need eyes to see when and where intelligence is active in a process. Since you missed its presence in the process of education perhaps you likewise cannot see it in active in the process of evolution.
How are you defining intelligence, because learning requires low level intelligence. We are talking about rote retrieval, basic comprehension and some application.
High order thinking is not achieved by more then 10 percent of the population and I am being liberal.