What do you mean by education and intelligence? Intelligent

We talked about intelligence because it, like civilization, is often identified with culture. And those people who are educated, learned, and have knowledge of various kinds are considered intelligent. The intelligentsia, by definition, is a reasonable, educated, mentally developed part of the population (V. Dal), a social stratum of people professionally engaged in mental, mainly complex, creative work. And since in this way scientists, teachers, doctors, engineers, people of art, etc. fall into the category of the intelligentsia, it seems that this is the spiritually leading layer of the people who creates, develops and disseminates culture, preserves and creates its values. And that therefore intelligence itself (and its bearer, the intelligentsia) is an undeniable value of culture.
But those who are called intellectuals may be at different levels of culture. Thus, if a person (or group) is dominated by the needs of material comfort, personal well-being, convenience, benefit, etc., then a lower level of culture is natural for him. This means that more important than the ennoblement of being is one’s own benefit, selfish interest. And reason, and education, and mental work become significant primarily in this regard, in terms of practical use and benefit. And although, say, education creates rich opportunities for the development of culture, it in itself does not ensure a person’s high cultural level. As, indeed, true intelligence. There is a difference not only between educated and cultured people, but also between, so to speak, “education” and the intelligentsia. Neither a diploma of higher education, nor the most prestigious academic degree, nor engaging in complex mental and intellectual activities indicate either culture or intelligence. Although if a good education is actually received, then it may indicate a high degree of civilization. Education, which is directly related to culture (as one of the means of its development), is still a fruit of civilization and can remain in its field, in the field of usefulness, being a “tool” for mental progress but, at the same time, not necessarily spiritual progress. Rousseau was right that science, education, and art alone do not ensure the development of, for example, morality. One of the greats said that a simply well-educated person is the most boring creature in the world. If only it were boring! But education, even a humanitarian one, does not presuppose in a person either conscience, tact, or mercy. It only gives knowledge about this, and similar things, about true intelligence, about true culture.
What is called intelligence includes education, but it is not enough. An intellectual is always educated, but an educated person is not always intelligent. And not always cultured. Education creates the opportunity for a person to reach a fairly high level of culture - “specialized”, which is characterized by the dominance of interest in a particular activity, which becomes, to a certain extent, valuable in itself. Educated people can be so carried away by knowledge, science, scientific and technical creativity that comfort, convenience of life, and personal gain recede into the background. It seems that in their lives the spirit triumphs over crude utility, and that these people are truly highly intelligent and cultured. This misconception is understandable. After all, these are scientists, inventors, teachers, doctors. They create and transmit spiritual values, in many ways truly enrich culture, and live in search of truth.
But why am I talking about delusion then? Because, paradoxically, not only those who are called intellectuals, but also those who actually are not necessarily people of high culture. Even its specialized level is limited, firstly, by the specialization itself. The unforgettable K. Prutkov noted that a specialist is like gumboil: both are one-sided. Ch.-P. Snow discovered for everyone the presence in culture of supposedly “two cultures,” i.e., the polarization of the spiritual world that was obvious for the twentieth century (where the two poles were personified by the artistic intelligentsia and scientists: physicists, mathematicians, biologists, and engineers). Many English scientists, for example, embarrassedly told him that they “tried” to read Dickens (and did not read serious fiction at all), and humanities scholars and artists did not understand either the languages of science or the significance of the scientific and technological revolution. These manifestations of civilizational incompleteness, partiality, stemmed from the professional narrowness of the sphere of activity, and from this followed a general spiritual limitation, the inability to adequately perceive and evaluate those phenomena and civilizations and cultures that did not fit into the strip of life’s passions. The one-sidedness of human development turned out to be civilizationally inevitable in the twentieth century, due to the division of labor, including mental (and creative).
Secondly, what is much more important than what is said about civilization and what Democritus also said: learning has not yet made anyone a good person. And not only scholarship, but also talent and skill in any field of activity. This is important, because in a person of high, full-fledged culture of its highest level, the dominant need is the need for the life of another person, the main value is another, and not an abstract, but a concrete person. Of course, it cannot be said that every good person is cultured, but a full-fledged culture presupposes a formalized identification of humanity in a person. Culture at this level appears primarily in such realized values as conscience, decency, mercy, tolerance, delicacy, taste, desire and ability to understand and “accept” another person, another ethnic group, another culture. Blaise Pascal, who wrote that the entire universe is not worth even the most mediocre mind, “... for he is capable of knowing both everything carnal and himself...”, it was not for nothing that he further stated: “Everything carnal, taken together, and everything rational , taken together, and everything that they generate, is not worth the slightest impulse of mercy.” A full-fledged culture is manifested in this and is tested by this. Not with one impulse and not only with an impulse, it’s true, but also with the ability to show, for example, mercy by formalizing it in a human way. It is important, after all, how cultural a person is internally, and how organically he expresses his culture externally, in relation to other people, other cultures.
Neither science, nor education, nor professional pursuits of mental and generally creative labor, intellectual spiritual activity, provide in themselves such a level of culture, that is, real culture, which alone is culture in the full sense of the word.
This means that either the layer that is usually called the intelligentsia is not necessarily the spiritually leading layer of the people, a highly cultural layer of the population. Or the concept of “intelligentsia” must be understood by introducing additional meanings into it and taking into account the fact that “intelligence” and “education”, “culture” and “civilization” are constantly confused.
Many representatives of the Russian intelligentsia have the claim that they are not so much civilized as they represent the highest level of culture, and are called upon to teach “how to build Russia,” to spiritually uplift others, both in Russia and abroad, and thus serve the needs of people, to promote people's happiness, the happiness of humanity. A large part of this layer is characterized by what S. Bulgakov called: “extremes of popular worship and spiritual aristocracy.”
On the other hand, among the Russian intelligentsia (although not only among them) a touch of utilitarianism is also noticeable. S. Frank believed that: “the concept of culture in the strict sense of the word is alien and partly hostile to the Russian intellectual.” Because when we talk about culture, we constantly mean the need for its practical application and use. Culture is important if it serves something, if it is a means, say, of developing a political mechanism, public education, upbringing, and streamlining social life. In response to this, Frank rightly wrote that culture is not a means, but a goal of human activity, that it does not serve the improvement of human nature, but is itself this improvement.
It seems to me that intelligence and culture in the highest manifestations of both largely coincide in the real content of these concepts. And in any case, in the sense that intelligence is also not a means for something: it is a state to which one should strive, to strive to be (and not seem) intelligent. And this is as valuable in itself as a person’s culture.
But cognition, knowledge, education, enlightenment - can and are means for comprehending, preserving, disseminating and developing culture. And the truth, which is the correspondence of knowledge about reality to reality itself, the truth (or more precisely the truth) of facts, is just as useful in relation to culture. But the concept of “Truth” is also used in another meaning, in which it is discussed as the value of culture.

(NA Rubakin)

Indeed, an educated person is not one who considers himself “educated.” Even illiterate shopkeepers and police officers, and many of those who have the opportunity to buy themselves a “German dress” and with its help be considered one of the “pure public”, even such consider themselves educated, although their soul is pitch darkness. Indeed, an educated person is not one who graduated from any, even higher, educational institution - you never know how many of them turn out to be ignorant, narrow specialists or clever careerists! Not someone who has read many, even very many, at least the best books in his lifetime. Not the one who has accumulated in himself in one way or another a certain stock, even a very large one, of various knowledge. This is not what education is all about.

Its very essence is in the influence that it can and should have on the life around it, in the power that education gives to a person to remake the life around him, in introducing into it something new, his own in this or that area, in this or that another corner of it. Whether it’s general education or whether it’s special education, it doesn’t matter, its criterion is alteration life, the changes brought about in it with him help.

The greatest happiness for a person is to feel strong. Of course, we are not talking about physical strength, but about the strength of spirit of the greatest reformers in science and philosophy - Newton, Pascal, Spencer. Darwin were physically weak people. There were quite a few of these among public figures. The whole point is in the strength of spirit. Without fortitude there is no strength and education. Without education, in modern times, the spirit is powerless. This is not enough for an educated person to have solid, definite, accurate knowledge and solid, well-founded opinions based on them. It is necessary, first of all, for him to be a fighter for his opinions. An opinion that he does not know how to prove, defend from attacks, or implement (whether widely or deeply is another question) has no particular value. It is especially important for us, Russians, for our native people, driven into a dark dead end by the blind and selfish force of the past, to understand education in the sense of an active, reforming force, and precisely such a force, because without this it is worthless. We should all understand education as an active and bright force, not only in itself (this is not enough!), but precisely by its application in social life.

The greatest value for us, for our homeland at a given historical moment, is not the person who has more or less extensive, deep, versatile, accurate and reliable knowledge; and not even the one who knows how to think critically and delve into the life around him, understand it in general and in particular - this is also not enough! Especially valuable to us are those educated people who have responsiveness, strength of feeling, energy, will, those who know how to penetrate to their very foundations the spirit of the public. We can call these, and only these educated people, intelligent people in the best sense of the word.

An intelligent person is a person who knows and understands life, and its course, and its needs, and its needs so much that at any moment he can prove himself to be their true exponent.

Understanding the life around us is the first task of an educated person. Service to the surrounding life, the nature of this service - this is the touchstone for evaluating it. Whoever you are, reader, young or old, Russian or foreigner, man or woman, do not forget the social significance of your education and, especially, self-education. Russian history is unique and changeable. She can force any of you at any moment to become a representative of life, its interests and needs, aspirations and hopes, an exponent of its most urgent demands and a worker and fighter for their satisfaction.

A truly educated person must always be ready and prepare in advance so that at any moment, in case of need, he can be a spokesman for the needs and needs of the surrounding social life. No education, no self-education should ignore, first of all, this possibility.

It’s not his business, that is. The very essence of a person is not in the profession and occupation, but in the person himself, in his attitude to this business.

In a very dark corner, even the most ordinary candle is an extremely important phenomenon and, in the literal sense of the word, bright, and does an important job, and can even be proud of what it does, the fact that it sheds light where no electric lamps have yet penetrated, and will they penetrate, and when?

Where there is light, there cannot but be a spread of light to others. If there is an educated, thinking, understanding, thoughtful, socially minded person, he cannot do without public service and, in any case, a person who is unable to express the interests of life is not a truly educated person in the best, highest sense of the word.

An educated person is first of all a servant of life. But not only in the life around you, not only in your corner, your circle, your family, your personality. Education, understood in the best sense of the word, excludes narrowness - narrowness of thought, knowledge, understanding, mood. The narrowness of the spirit does not see beyond the details; forgets the whole, the many, the varied, the great. >

An educated person is certainly a versatile, and therefore tolerant, person. He must be completely alien to the spirit of intolerance and ideological exclusivity, and he cannot help but look at every opinion that disagrees with him, first of all, as a fact that needs to be recognized and recognized as such. Facts require thoughtful study, discussion and comprehensive assessment. Thus, the first task of a truly educated person is not to be narrow, to develop in himself a versatile knowledge and understanding of life and the ability to evaluate other people’s opinions about life, while having his own, factually justified.

The following signs define an educated person, but not each sign individually, but all of them together.

1. The ability to think, evaluate, understand the surrounding reality, navigate it at any moment and in any place, without losing the independence of one’s thinking, maintaining possible impartiality in one’s assessment and striving to penetrate with thought not only the form of phenomena, and even not only the forms life in general, but in its depths, its foundations.

2. Versatile, accurate, reliable knowledge that should always be relied upon is the ability to think, evaluate and understand.

3.Activity - the ability to act, to live in general, to manifest oneself not at all as a dead, passive force, but as a thinking, feeling, conscious personality, which should not at all be some kind of clay from which circumstances can sculpt any beast. Activity does not consist in adapting to the environment... but, on the contrary, in this very environment and even in any environment, paving the way for the manifestation of one’s mind, feelings, will, creativity, in general for work, for life. Activity is an offensive attitude towards life, the ability to react to it in such a way as to push it, sometimes excessively tight, or even meaninglessly narrow boundaries, embodying under all possible conditions in life itself what has already been accumulated in the soul. Of course, the scope of life becomes wider only under the pressure of activity, and therefore activity ultimately comes down to the ability to lead one’s line, regardless of obstacles, bypassing them, or even eliminating them through struggle. Activity is life. Without activity there is no education because only through activity can it leave a mark in life. Without this, any education ultimately comes down to nothing more than zero.

4, Responsiveness, the ability not only to see and understand the life around you, but also to feel, experience it, the ability to put yourself in the position of those you encounter in life, to take into account other people’s experiences - be it someone else’s grief or someone else’s joy, love or hatred, apathy or anger. Responsiveness is the ability to “not do to others what you don’t want them to do to you.” Responsiveness is sensitivity to the surrounding life, it is a kind of “educated feeling”, both sympathy and antipathy, subtlety, the ability to detect in other people and in everything around not only sharply striking features, but also barely noticeable shades and overflows them in space and time. Responsiveness and subtlety are the opposite of “cudgel”, thanks to which even a very learned person looks more like some kind of brute animal than a person in the best sense of the word. Responsiveness underlies love for people, and it also prevents the human personality from “turning into a thick-skinned person.” Through the same responsiveness, the person who possesses it, as it were, merges with the surrounding life, with people, with society, humanity, and becomes an exponent of something big, standing beyond the individual person, and what is higher than him...

If all these four qualities are present in someone, this means that the person who has them is not only educated, but also intelligent in the best sense of the word, regardless of whether he has read many or few books, whether he has or does not have (this or that diploma. Such a person is truly a force that other people cannot help but reckon with, and which cannot but leave a bright mark in the environment where it is present.

The conclusion from this chapter is this: a truly educated and intelligent person cannot be educated about himself and for himself." He is educated for everyone, he is one of the bright phenomena in the corner where he lives; he is the source, he is the natural distributor light and generally goodness in their corner. But such people support the rise, development, progress of social and historical life in general.

Creative tasks

1. Write a reflective essay on the topics: “Can education change the mentality of a nation?”;

2. Is education responsible for global problems?

IV. Literature

Main:

1. Gershunsky B.S. Philosophy of education for the 21st century. - M., 1998. – P.34-76.

2. Khutorskoy A.V. Modern didactics. - Saint Petersburg. – 2001. – P. 37-45.

Additional

Andreev V.I. Pedagogy: Training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p.

Bondarevskaya E. V., Kulnevich S. V. Pedagogy: personality in humanistic theories and systems of education: Proc. aid for students medium and higher ped. institutions, students of IPK and FPK. - Rostov-n/D: Creative Center “Teacher”, 1999. - 560 p.

Gessen S.I. Fundamentals of pedagogy. Introduction to Applied Philosophy. - M.: Shkola-Press, 1995. - 448 p.

Glossary of modern education (terminological dictionary) // Public education. - 1997. - No. 3. - pp. 93-95.

Klinberg L. Problems of learning theory: Trans. with him. - M.: Pedagogy, 1984. - 256 p.

How many people of the current generation think about what intelligence is? How is it expressed and is it necessary for society at all? There were times when this word sounded like an insult, and sometimes vice versa - this was the name given to groups of people trying to pull Russia out of the darkness of ignorance and stupidity.

Etymology of the word

“Intelligence” is a word that comes from Latin. Iintelligence- cognitive power, the ability of perception, which, in turn, comes from the Latin intellectus- understanding, thinking. Despite the Latin origin of the word, the concept of “intellectual” is considered originally Russian and in the vast majority of cases is used only in the territory of the former USSR and among Russian-speaking segments of the population.

The father of the term “intelligentsia” is considered to be the Russian liberalist writer Pyotr Bobrykin (1836-1921), who repeatedly used it in his critical articles, essays and novels. Initially, this was the name given to people of mental work: writers, artists and teachers, engineers and doctors. In those days there were very few such professions and people were grouped according to common interests.

Who is an intelligent person?

“Cultural and not swearing,” many will say. Some will add: “Smart.” And then they’ll add something about being educated and well-read. But are all doctors of science and great minds of this world intellectuals?

There are enough people in the world with a huge amount of knowledge, who have read thousands of books, polyglots and true masters of their craft. Does this automatically make them part of the intelligentsia, the social stratum?

The simplest definition of intelligence

One of the greatest minds of the Silver Age gave a very short but succinct definition of the concept of intelligence: “This is the highest culture of the human spirit, aimed at preserving the dignity of one’s neighbor.”

Such intelligence is that daily work is constant self-improvement, the result of a huge educational process on oneself, one’s personality, which first of all cultivates in a person the ability to be attentive and empathetic towards another living being. An intellectual, even if he commits a dishonest act under the will of circumstances, will suffer greatly from this and be tormented by remorse. He will rather do harm to himself, but will not be tainted by base things.

Universal human values inherent in an intellectual

According to the results of a social survey, the majority of people indicated the importance of education and good manners. But the great Faina Ranevskaya said: “It is better to be known as a good, but swearing, than a well-mannered bastard.” Therefore, higher education and knowledge of etiquette do not mean that you are an old-school intellectual. The following factors are more important:

Compassion for the pain of others, no matter whether it is a person or an animal.
Patriotism, expressed in actions, and not in shouting from the podium at rallies.
Respect for other people's property: therefore, a true intellectual always pays debts, but takes them out extremely rarely, in the most critical cases.
Politeness, compliance and gentleness of character are mandatory - they are the first calling card of the intelligentsia. Tactfulness is at the top of their attitude towards people: he will never put another person in an uncomfortable position.
The ability to forgive.
Absence of rudeness towards anyone: even if an impudent person pushes an intellectual, he will be the first to apologize for the inconvenience caused. Just don’t confuse this with cowardice: a coward is afraid, but an intellectual respects all people, no matter what they are.
Lack of intrusiveness: out of respect for strangers, they are more likely to remain silent than to be frank with just anyone.
Sincerity and unwillingness to lie: again, out of decency and love for the people around you, but more out of respect for yourself.
An intellectual respects himself so much that he will not allow himself to be uneducated, unenlightened.
A craving for beauty: a hole in the floor or a book thrown into the dirt excites their soul more than the lack of dinner.

From all this it becomes obvious that education and intelligence are not related concepts, although they interact. An intellectual is a rather complexly structured personality, which is why he is never loved by the lower strata of society: against the background of an esthete who has a keen sense of the world, they feel flawed and do not understand anything, and this is why anger manifests itself, leading to violence.

Modern intellectual

What is intelligence today? Is it even possible to be like this in the arena of total degradation and dullness from the media, social networks and television shows?

All this is true, but universal human values do not change from era to era: at any time, tolerance and respect for others, compassion and the ability to put oneself in the place of another are important. Honor, inner freedom and depth of soul, together with a keen mind and a thirst for beauty, have always been and will be of paramount importance for evolution. And today's intellectuals are not much different from their brothers in the spirit of the century before last, when man - this really sounded proud. They are modest, honest with themselves and others, and are always kind from the heart, and not for the sake of PR. On the contrary, a spiritually developed person will never boast of his actions, achievements and actions, but at the same time he will try to do everything possible to become at least a little better, knowing that by changing himself, he changes the entire world around him for the better.

Do modern society need intellectuals?

Education and intelligence are now as important an aspect as global warming or cruelty to animals. The thirst for money and universal adoration has so captured society that modest attempts by individuals to raise the level of human awareness resemble the painful efforts of a woman giving birth, who, despite all the pain, sacredly believes in a successful outcome.

It is necessary to believe that intelligence is such a culture of the soul. This is not the amount of knowledge, but actions in accordance with moral principles. Perhaps then our world, mired in the mud of a distorted mind, will be saved. Humanity needs bright-hearted individuals, intellectuals of the spirit, who will promote the purity of relationships without mercantile motives, the importance of spiritual growth and the need for knowledge as the initial basis for subsequent development.

When does the formation of moral qualities occur?

In order to be, or rather, to feel like an intellectual and not be burdened by this burden, it is necessary to absorb the inclinations with mother’s milk, to be brought up in the appropriate environment and environment, then highly moral behavior will be like a part of the being, like a hand or an eye.

It is for this reason that it is important not only to raise a child in the right direction, but also to set a clear example with rational actions, correct actions, and not just words.

Meaning: Educated, cultured; characteristic of, inherent in an intellectual, intelligentsia. Examples of phrases. intelligent person, specialist;
. intelligent personnel, professions;
. intelligent society;
. intelligent appearance;
. intelligent appearance, speech;
. intelligent performance. Examples of sentences Handsome, with a thin, intelligent face, slender as a reed, he, while directing the orchestra, managed to play all the instruments in turn. (B. Polevoy, “Yolka”) E.P. Karpov recalls that he spoke with admiration to M.G. Savina about Varlamov’s subtle, intelligent performance in “Ivanov.” (S. Kara, “Varlamov”)

intellectual

Meaning Relating to an intellectual, to the intelligentsia, belonging to them, characteristic of them (more often about the properties of the old, bourgeois intelligentsia). Examples of phrases. intellectual weakness, helplessness, softness;
. intellectual fermentation, decomposition;
. intellectual views, habits;
. intelligent conversation. Example sentences Confusion in intellectual circles grew every day. (N. Krandievskaya-Tolstaya, “Memories”) Over coffee, the usual intellectual conversation ensued with heated debates and verbal sparring. (V. Shishkov, “Gloomy River”)

Intelligent

-and I , -oh ; -ten , -tna , -tno .

only full f.

Intelligent professions.

The entire intelligent society here, both professors and students, received me very well. Kovalevskaya, Letter to S. Yuryev, December. 1883.

Characteristic, inherent in an intellectual, intelligentsia.

Intelligent look.

The subtle features, set on his face by deep sincere suffering, are reasonable and intelligent, and there is a warm, healthy shine in his eyes. Chekhov, Ward No. 6.

In the thin, stooped figure of the senior political instructor, in the correct, intelligent speech, there was something understandable, almost akin to Nikolai. Berezko, Night of the Commander.

Educated, cultured.

Intelligent person.

I also knew intelligent guys, lovers of serious books and choral singing. Gorbatov, Donbass.

Small academic dictionary. - M.: Institute of Russian Language of the USSR Academy of Sciences.

Evgenieva A. P.:

1957-1984.

Synonyms See what “intelligent” is in other dictionaries:

Intelligent, educated, enlightened. Dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. INTELLIGENT mentally developed; one whose mental demands force him to be interested in the surrounding reality from the point of view... ... Dictionary of foreign words of the Russian language

Cm … Synonym dictionary

INTELLIGENT, intelligent, intelligent; intelligent, intelligent, intelligent. 1. Educated, cultured, inherent in the intelligentsia. He turned out to be quite an intelligent person. Intelligent look. 2. adj. to the intelligentsia (bookish).... ... Ushakov's Explanatory Dictionary intelligent

- oh, oh. intelligent adj. 1. Mentally developed; educated, cultured. BAS 1. Katya, Borschov interrupted: It really upsets me that you treat the most intelligent of our women this way. Intelligent, Lisa noted: C est intelligent!… … Historical Dictionary of Gallicisms of the Russian Language

INTELLIGENT, oh, oh; ten, tna. 1. Belonging to the intelligentsia, and also generally possessing great internal culture. I. man. Intelligent behavior. 2. Characteristic of an intellectual. I. view. | noun intelligence, and, women. Intelligent... ... Ozhegov's Explanatory Dictionary

Adj. 1. ratio with noun intelligentsia, associated with it 2. Characteristic of the intelligentsia, characteristic of it. 3. Characterized by deep internal culture and independent thinking. Ephraim's explanatory dictionary. T. F. Efremova. 2000... Modern explanatory dictionary of the Russian language by Efremova

Intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent, intelligent,... ... Forms of words

Aya, oh; ten, tna, tno. 1. only full. to Intellectual and Intelligentsia. And other professions. And oh society. 2. Characteristic, inherent in an intellectual, intelligentsia. I. view. And ah speech. 3. Possessing great internal culture. I. man. He's deep... encyclopedic Dictionary

Books

Oh-fairy tales, Blizzard Vera. The intelligent Cat and the simple-minded Grandfather live on the Kotodedovo farm. The cat is a creative person: a lover of music, painting and Pushkin’s poetry, and Grandfather is a lover of mint gingerbread and sleep. They are different,…