Too often children are told they are "stupid", "slow", "lazy", "average", "bright", "very intelligent". None of these labels is correct. Science has demonstrated that human beings only use 1 or 2 per cent of their brain cells and that they have limitless capability. Parents, teachers and children tend to confuse knowledge with intelligence. Furthermore there is no undisputed evidence that differences in intelligence are genetically determined.
My own profession of psychology has done much to perpetuate that confusion by suggesting that so-called intelligence tests measure intelligence. Intelligence tests only measure knowledge and a limited range of knowledge at that. Indeed research has shown that intelligence tests are very poor predictors of academic or career development.
Differences emerging between children in their first days at school have to do with knowledge and skills and not with intelligence. Children come from different home and cultural backgrounds; some will have the benefit of having experienced one-to-one conversations with parents, of being read to frequently, of a stimulating home environment, of an emphasis on love of learning and so on.
These children will show higher knowledge levels than children who have not had such experiences; but the difference lies in experience not in capability.
The confusion of certain types of knowledge with intelligence must stop. Typically, it is assumed that children who are good at reading and mathematics are clever and that those poor in those subjects have low intelligence. Very often these latter children are sent for special needs education which reinforces the "slow" and "dull" labels. These children always show knowledge in other areas but the "brightness" of this is rarely seen. If special needs teaching is going to continue to be an aspect of a school system then it needs to be applied across the board of all knowledge areas, not just reading and mathematics. The same holds true for streaming classes - otherwise these unfair practices will continue to discriminate against children who possess knowledge in non-academic areas. These interventions undermine children's beliefs about their intellectual potential and can cause major self-worth problems. The introduction of an academic and practical Leaving Certificate examination has gone further down the road in exacerbating such discriminatory practices.
I have worked with families where one child was regarded as a genius in school and the other needed special help. However, when it came to sports and making friends the so-called "weak" child could run rings around the so-called "clever" child. When children from subcultures - for example, travelling people - come into our schools they are far behind the other children in many of the curriculum subjects but they would "buy and sell" these children.
All children possess knowledge and parents and educators need to step outside their blinkered value system to see and wonder at the different types of knowledge children bring to classrooms. Some children possess amazing knowledge and use of their bodies, others are ingenious at humour or can charm you up to your eyes. There are children who are masters at developing relationships and there are those whose emotional sensitivity to the moods of others is finely tuned. It is indicative of bias that such children may be described as "good with their feet", "good with their hands", "great mixers", "sensitive", "real jokers" but they are rarely described as intelligent. It is time to appreciate that children exhibit genius in all sorts of ways: wit, humour, sports, athletics, social skills, emotional sensitivity, art, mechanics, linguistics.
It is essential for each family member's total development that they are frequently reminded of their limitless capacity to learn and that mistakes and failures are treated simply as indicators of present knowledge and skill levels and as opportunities for further learning. It is a sad reflection on our culture that only about 2 to 10 per cent of children and adults have any sense of their wondrous capability. What most of us experience is a deep lack of confidence and a belief that many challenges are beyond us.
The frequent affirmation within the family of each member's limitless capability gives a powerful boost to the process of individuation and the attainment of knowledge; its absence can lead to avoidance of challenge, over-anxiety, perfectionism, "playing it safe", rebelliousness or apathy. Any of these reactions slows down or completely blocks the development of the independence and individuality of each family member and a love of and excitement around acquiring knowledge.
Dr Tony Humphreys is a Consultant Clinical Psychologist and author of Self-Esteem - the Key to Your Child's Education.
