WEBVTT 00:00:00.000 --> 00:00:02.759 Hello wonderful people welcome to my LinkedIn 00:00:02.759 --> 00:00:07.240 newsletter and those on YouTube as well and hopefully 00:00:07.240 --> 00:00:10.800 on the podcast as well. So we deal with the second 00:00:10.800 --> 00:00:13.919 type of intelligence now which is existential 00:00:13.919 --> 00:00:17.399 intelligence. This intelligence type asks the 00:00:17.399 --> 00:00:21.899 question when everybody asks how is this done 00:00:21.899 --> 00:00:24.839 or how is that done these kids and these young 00:00:24.839 --> 00:00:29.420 adults will ask the question why? And why modern 00:00:29.420 --> 00:00:31.600 education systems are not equipped to handle 00:00:31.600 --> 00:00:34.340 it? Well, there's a type of intelligence that 00:00:34.340 --> 00:00:37.380 doesn't neatly fit into classrooms, exam sheets 00:00:37.380 --> 00:00:40.880 or traditional metrics. This intelligence are 00:00:40.880 --> 00:00:44.299 big picture thinkers, existential intelligence. 00:00:45.520 --> 00:00:48.619 The meaning seekers, the one who want to ask, 00:00:48.820 --> 00:00:51.659 why do I have to do what I have to do? Children 00:00:51.659 --> 00:00:54.140 ask this very commonly, isn't it? The ones who 00:00:54.140 --> 00:00:56.500 sense the invisible threads that connect people, 00:00:56.759 --> 00:00:59.179 ideas, cultures and values. So important in the 00:00:59.179 --> 00:01:02.780 world today, which has become so small. Across 00:01:02.780 --> 00:01:07.420 cultures, race, religions and so on. Crossing 00:01:07.420 --> 00:01:10.379 the boundaries, sort of an integrative thinking, 00:01:10.379 --> 00:01:12.879 I would say. We are taught a lot of differentiation, 00:01:13.060 --> 00:01:16.459 lot of analysis. We are not taught as a mainstream 00:01:16.459 --> 00:01:20.790 within the educational field synthesis. and integrated 00:01:20.790 --> 00:01:24.849 thinking how does the small picture fit into 00:01:24.849 --> 00:01:29.689 the larger system of humanity this intelligence 00:01:29.689 --> 00:01:33.549 is primarily useful in that direction this is 00:01:33.549 --> 00:01:36.129 existential intelligence and if you want a future 00:01:36.129 --> 00:01:39.609 filled with wise leaders rather than somebody 00:01:39.609 --> 00:01:42.790 who tweets in the middle of the night okay or 00:01:42.790 --> 00:01:45.969 just skilled labor workers which was just industrial 00:01:45.969 --> 00:01:50.400 era We need to get into examining this type of 00:01:50.400 --> 00:01:52.560 intelligence, building a curriculum in schools 00:01:52.560 --> 00:01:56.019 around it. So what is existential intelligence? 00:01:58.260 --> 00:02:01.700 This intelligence is built upon collective consciousness, 00:02:01.920 --> 00:02:04.219 so necessary in the world today. I tell you, 00:02:04.219 --> 00:02:06.200 we are approaching a world where this will become 00:02:06.200 --> 00:02:09.979 mainstream, seeing how individual events connect 00:02:09.979 --> 00:02:13.259 to a bigger picture. We are having children born 00:02:13.259 --> 00:02:16.280 always who want to know the larger context of 00:02:16.280 --> 00:02:20.840 things. It's starting with Gen Z, but it will 00:02:20.840 --> 00:02:24.840 progressively get bigger. The collective values, 00:02:25.240 --> 00:02:27.960 sensing the truth, goodness, beauty and shared 00:02:27.960 --> 00:02:33.500 human purpose or shared human life. Summative 00:02:33.500 --> 00:02:37.500 iteration, collapsing complex details into a 00:02:37.500 --> 00:02:40.800 coherent whole. This is what these kids will 00:02:40.800 --> 00:02:44.680 bring to the table. Intuitive iteration, responding 00:02:44.680 --> 00:02:48.060 instinctively to intangible, symbolic, spiritual, 00:02:48.400 --> 00:02:51.280 artistic or philosophical dimensions of life. 00:02:52.419 --> 00:02:55.460 We need to fit our children square pegs into 00:02:55.460 --> 00:02:58.180 square holes or round pegs into round holes, 00:02:58.340 --> 00:03:01.180 which we are not doing right now. We are making 00:03:01.180 --> 00:03:05.360 just labourers who work for some corporation 00:03:05.360 --> 00:03:09.080 or some government, essentially speaking. We 00:03:09.080 --> 00:03:13.710 need to build around what is a human being. Those 00:03:13.710 --> 00:03:16.250 gifted with this intelligence look for meaning 00:03:16.250 --> 00:03:19.129 in everything they study. They connect ideas 00:03:19.129 --> 00:03:22.430 across subjects, experience life through themes, 00:03:22.610 --> 00:03:25.550 values and deeper purpose. They see relationships, 00:03:25.849 --> 00:03:30.069 not fragments. Like I said, it's a more integrative 00:03:30.069 --> 00:03:33.849 kind of thinking. They feel connected to humanity, 00:03:34.169 --> 00:03:37.469 community, culture, ancestry and a global sort 00:03:37.469 --> 00:03:40.990 of identity, very liberalistic, truly liberalistic. 00:03:41.120 --> 00:03:43.699 Not the fake liberalism we have going on right 00:03:43.699 --> 00:03:48.599 now. Gravitate towards social, ethical and humanitarian 00:03:48.599 --> 00:03:51.539 causes. These are the thinkers who ask what does 00:03:51.539 --> 00:03:54.699 it mean for humanity? How does this fit into 00:03:54.699 --> 00:03:59.120 the whole? Or why does this matter at all? This 00:03:59.120 --> 00:04:02.080 intelligence is there among the children now. 00:04:02.479 --> 00:04:05.259 And it is growing as days and weeks and months 00:04:05.259 --> 00:04:09.000 go by. So how to identify this existential intelligence 00:04:09.000 --> 00:04:11.800 in children? I'll leave this whole transcript 00:04:11.800 --> 00:04:14.500 in the LinkedIn newsletter for all on YouTube. 00:04:15.960 --> 00:04:18.199 Children with existential intelligence ask the 00:04:18.199 --> 00:04:20.899 questions, deep questions. Usually why do people 00:04:20.899 --> 00:04:25.339 exist? What happens after life? They show strong 00:04:25.339 --> 00:04:28.819 curiosity for cultural traditions, rituals, stories 00:04:28.819 --> 00:04:31.199 and human behavior. They're curious about these 00:04:31.199 --> 00:04:36.370 kinds of things. Okay. They seek meaning rather 00:04:36.370 --> 00:04:38.410 than instruction, but why are we doing this? 00:04:38.569 --> 00:04:40.490 What's the end goal here? They are trying to 00:04:40.490 --> 00:04:43.709 integrate whatever is being taught. They build 00:04:43.709 --> 00:04:46.410 strong bonds with family, teachers and community. 00:04:47.269 --> 00:04:49.209 They enjoy learning about different cultures, 00:04:49.470 --> 00:04:53.250 customs and global stories. They display empathy 00:04:53.250 --> 00:04:56.269 for animals, nature and people they've never 00:04:56.269 --> 00:05:00.509 met. They prefer peace, connection and understanding 00:05:00.509 --> 00:05:03.750 over competition. Guess how much that is needed 00:05:03.750 --> 00:05:06.470 in the world these days. These children are not 00:05:06.470 --> 00:05:09.550 over thinkers. They are meaning -oriented learners. 00:05:09.990 --> 00:05:13.250 How it shows up in young adults. As they mature, 00:05:13.449 --> 00:05:15.769 this intelligence transforms into a drive for 00:05:15.769 --> 00:05:18.949 synthesizing ideas into bigger insights. Like 00:05:18.949 --> 00:05:22.389 I said, the larger context, integrative synthesis, 00:05:23.709 --> 00:05:26.389 deep interest in philosophy, psychology, global 00:05:26.389 --> 00:05:30.420 issues, culture and ethics. They have a passion 00:05:30.420 --> 00:05:33.199 for justice, fairness, equality and well -being. 00:05:33.920 --> 00:05:36.480 They have an ability to connect concepts across 00:05:36.480 --> 00:05:39.680 disciplines, systems thinking, integrative thinking, 00:05:40.660 --> 00:05:43.800 belongingness to communities, ideologies, values 00:05:43.800 --> 00:05:47.920 of global identity, a desire to contribute, uplift 00:05:47.920 --> 00:05:50.819 or reform society. These young adults often become 00:05:50.819 --> 00:05:54.199 the natural humanitarians, reformers, philosophers, 00:05:54.699 --> 00:05:58.029 counselors, researchers, global citizens. and 00:05:58.029 --> 00:06:00.350 powerful storytellers of the collective truth. 00:06:03.149 --> 00:06:05.730 Now, where, I ask you the question, where do 00:06:05.730 --> 00:06:11.910 we have a place where we can meaningfully engage 00:06:11.910 --> 00:06:14.889 these kind of humans in our modern human society? 00:06:15.209 --> 00:06:17.569 Humanitarians, no place for them reformers, no 00:06:17.569 --> 00:06:19.730 place for them philosophers. Forget it, we are 00:06:19.730 --> 00:06:21.769 still going back to Socrates. Where are the modern 00:06:21.769 --> 00:06:25.009 philosophers? Counselors, yes, there is that. 00:06:25.310 --> 00:06:28.689 Researchers, yes. Global citizens, We don't have 00:06:28.689 --> 00:06:31.089 a place for this. If you keep on having a mindset 00:06:31.089 --> 00:06:34.189 of a trader like Mercury, all you will be interested 00:06:34.189 --> 00:06:36.410 in is making money, how much bank balance you 00:06:36.410 --> 00:06:39.430 have, such a low consciousness there. Anyway, 00:06:39.649 --> 00:06:42.350 back to this. They are not idealists, they are 00:06:42.350 --> 00:06:46.470 architects of moral culture. What should education 00:06:46.470 --> 00:06:50.290 systems do now to foster this? Build it in curriculum, 00:06:50.370 --> 00:06:54.370 for example, practical evidenced rooted upgrades. 00:06:55.180 --> 00:06:58.560 begin with the topic why give the students an 00:06:58.560 --> 00:07:01.800 overview before the details meaning give them 00:07:01.800 --> 00:07:05.800 the overview and then synthesize the analysis 00:07:05.800 --> 00:07:09.759 part of it number two integrate multiple perspectives 00:07:09.759 --> 00:07:13.379 teach history science literature ethics as interconnected 00:07:13.379 --> 00:07:17.180 ecosystems even the earth okay and all systems 00:07:17.180 --> 00:07:20.180 of the earth the flora and fauna and geology 00:07:21.049 --> 00:07:24.149 Connect subjects to global themes, sustainability, 00:07:24.470 --> 00:07:27.029 justice, culture, innovation, and human behavior 00:07:27.029 --> 00:07:32.170 values. Use cross -disciplinary projects. Let 00:07:32.170 --> 00:07:34.750 them blend philosophy with science, ethics with 00:07:34.750 --> 00:07:38.290 economics, art with politics. Include arts as 00:07:38.290 --> 00:07:41.689 a core curriculum, not a decoration. Guess what 00:07:41.689 --> 00:07:45.889 that is? Art is how existential thinkers process 00:07:45.889 --> 00:07:49.949 the intangible. Number six, encourage reflection 00:07:49.949 --> 00:07:52.089 and journaling. They grow through introspection 00:07:52.089 --> 00:07:54.889 and synthesis. These are synthesizing brains. 00:07:55.589 --> 00:07:58.149 They will put small things in a larger context. 00:07:58.430 --> 00:08:01.750 Number eight, invite resource people. Humanitarians, 00:08:02.129 --> 00:08:04.350 psychologists, researchers, teachers, parents, 00:08:04.649 --> 00:08:07.649 social workers, voices that widen the world view. 00:08:09.389 --> 00:08:11.730 Promote conversation around community impact. 00:08:11.790 --> 00:08:13.990 How does this topic matter to your town, culture 00:08:13.990 --> 00:08:18.199 or your planet? Number 10. Teach summarization 00:08:18.199 --> 00:08:21.600 as skill. Help them distill complexity into insight. 00:08:21.879 --> 00:08:24.800 They excel at this when guided well. This is 00:08:24.800 --> 00:08:27.839 how we build philosophically mature, socially 00:08:27.839 --> 00:08:33.120 rooted and ethically strong generations. Existential 00:08:33.120 --> 00:08:35.480 intelligence is what holds society together. 00:08:35.759 --> 00:08:38.120 It gives us empathy, depth, integrity, meaning, 00:08:38.320 --> 00:08:41.139 sense of belonging. This is why during the Renaissance 00:08:41.139 --> 00:08:45.019 everywhere, Just speaking of a little bit of 00:08:45.019 --> 00:08:48.440 how philosophers of ancient times, maybe even 00:08:48.440 --> 00:08:54.000 as late as Socrates, how they made a very, very 00:08:54.000 --> 00:08:56.679 big impact on the society at that time. Because 00:08:56.679 --> 00:08:58.759 they were thinkers. They were encouraged. They 00:08:58.759 --> 00:09:01.259 were paid. They didn't have to hunt for food 00:09:01.259 --> 00:09:04.279 and bread and butter. Simply because they were 00:09:04.279 --> 00:09:06.500 not of a mainstream profession. There was nothing 00:09:06.500 --> 00:09:08.919 mainstream. They were exploring all kinds of 00:09:08.919 --> 00:09:11.879 ideas. They were exploring the vast landscape 00:09:11.879 --> 00:09:15.080 of human intelligence. We need to get there and 00:09:15.080 --> 00:09:17.899 we need to get there fast. I'll see you in the 00:09:17.899 --> 00:09:18.200 next.