Hello wonderful people welcome to my LinkedIn
newsletter and those on YouTube as well and hopefully
on the podcast as well. So we deal with the second
type of intelligence now which is existential
intelligence. This intelligence type asks the
question when everybody asks how is this done
or how is that done these kids and these young
adults will ask the question why? And why modern
education systems are not equipped to handle
it? Well, there's a type of intelligence that
doesn't neatly fit into classrooms, exam sheets
or traditional metrics. This intelligence are
big picture thinkers, existential intelligence.
The meaning seekers, the one who want to ask,
why do I have to do what I have to do? Children
ask this very commonly, isn't it? The ones who
sense the invisible threads that connect people,
ideas, cultures and values. So important in the
world today, which has become so small. Across
cultures, race, religions and so on. Crossing
the boundaries, sort of an integrative thinking,
I would say. We are taught a lot of differentiation,
lot of analysis. We are not taught as a mainstream
within the educational field synthesis. and integrated
thinking how does the small picture fit into
the larger system of humanity this intelligence
is primarily useful in that direction this is
existential intelligence and if you want a future
filled with wise leaders rather than somebody
who tweets in the middle of the night okay or
just skilled labor workers which was just industrial
era We need to get into examining this type of
intelligence, building a curriculum in schools
around it. So what is existential intelligence?
This intelligence is built upon collective consciousness,
so necessary in the world today. I tell you,
we are approaching a world where this will become
mainstream, seeing how individual events connect
to a bigger picture. We are having children born
always who want to know the larger context of
things. It's starting with Gen Z, but it will
progressively get bigger. The collective values,
sensing the truth, goodness, beauty and shared
human purpose or shared human life. Summative
iteration, collapsing complex details into a
coherent whole. This is what these kids will
bring to the table. Intuitive iteration, responding
instinctively to intangible, symbolic, spiritual,
artistic or philosophical dimensions of life.
We need to fit our children square pegs into
square holes or round pegs into round holes,
which we are not doing right now. We are making
just labourers who work for some corporation
or some government, essentially speaking. We
need to build around what is a human being. Those
gifted with this intelligence look for meaning
in everything they study. They connect ideas
across subjects, experience life through themes,
values and deeper purpose. They see relationships,
not fragments. Like I said, it's a more integrative
kind of thinking. They feel connected to humanity,
community, culture, ancestry and a global sort
of identity, very liberalistic, truly liberalistic.
Not the fake liberalism we have going on right
now. Gravitate towards social, ethical and humanitarian
causes. These are the thinkers who ask what does
it mean for humanity? How does this fit into
the whole? Or why does this matter at all? This
intelligence is there among the children now.
And it is growing as days and weeks and months
go by. So how to identify this existential intelligence
in children? I'll leave this whole transcript
in the LinkedIn newsletter for all on YouTube.
Children with existential intelligence ask the
questions, deep questions. Usually why do people
exist? What happens after life? They show strong
curiosity for cultural traditions, rituals, stories
and human behavior. They're curious about these
kinds of things. Okay. They seek meaning rather
than instruction, but why are we doing this?
What's the end goal here? They are trying to
integrate whatever is being taught. They build
strong bonds with family, teachers and community.
They enjoy learning about different cultures,
customs and global stories. They display empathy
for animals, nature and people they've never
met. They prefer peace, connection and understanding
over competition. Guess how much that is needed
in the world these days. These children are not
over thinkers. They are meaning -oriented learners.
How it shows up in young adults. As they mature,
this intelligence transforms into a drive for
synthesizing ideas into bigger insights. Like
I said, the larger context, integrative synthesis,
deep interest in philosophy, psychology, global
issues, culture and ethics. They have a passion
for justice, fairness, equality and well -being.
They have an ability to connect concepts across
disciplines, systems thinking, integrative thinking,
belongingness to communities, ideologies, values
of global identity, a desire to contribute, uplift
or reform society. These young adults often become
the natural humanitarians, reformers, philosophers,
counselors, researchers, global citizens. and
powerful storytellers of the collective truth.
Now, where, I ask you the question, where do
we have a place where we can meaningfully engage
these kind of humans in our modern human society?
Humanitarians, no place for them reformers, no
place for them philosophers. Forget it, we are
still going back to Socrates. Where are the modern
philosophers? Counselors, yes, there is that.
Researchers, yes. Global citizens, We don't have
a place for this. If you keep on having a mindset
of a trader like Mercury, all you will be interested
in is making money, how much bank balance you
have, such a low consciousness there. Anyway,
back to this. They are not idealists, they are
architects of moral culture. What should education
systems do now to foster this? Build it in curriculum,
for example, practical evidenced rooted upgrades.
begin with the topic why give the students an
overview before the details meaning give them
the overview and then synthesize the analysis
part of it number two integrate multiple perspectives
teach history science literature ethics as interconnected
ecosystems even the earth okay and all systems
of the earth the flora and fauna and geology
Connect subjects to global themes, sustainability,
justice, culture, innovation, and human behavior
values. Use cross -disciplinary projects. Let
them blend philosophy with science, ethics with
economics, art with politics. Include arts as
a core curriculum, not a decoration. Guess what
that is? Art is how existential thinkers process
the intangible. Number six, encourage reflection
and journaling. They grow through introspection
and synthesis. These are synthesizing brains.
They will put small things in a larger context.
Number eight, invite resource people. Humanitarians,
psychologists, researchers, teachers, parents,
social workers, voices that widen the world view.
Promote conversation around community impact.
How does this topic matter to your town, culture
or your planet? Number 10. Teach summarization
as skill. Help them distill complexity into insight.
They excel at this when guided well. This is
how we build philosophically mature, socially
rooted and ethically strong generations. Existential
intelligence is what holds society together.
It gives us empathy, depth, integrity, meaning,
sense of belonging. This is why during the Renaissance
everywhere, Just speaking of a little bit of
how philosophers of ancient times, maybe even
as late as Socrates, how they made a very, very
big impact on the society at that time. Because
they were thinkers. They were encouraged. They
were paid. They didn't have to hunt for food
and bread and butter. Simply because they were
not of a mainstream profession. There was nothing
mainstream. They were exploring all kinds of
ideas. They were exploring the vast landscape
of human intelligence. We need to get there and
we need to get there fast. I'll see you in the
next.