The Brain Environment Complex Theory
The subject of intelligence underlies the whole educational procedure, because it gives the means by which school may be said to evaluate student performance and so predict the work role each student may satisfactorily undertake by the grades they obtain. Accordingly, students move into society to full fill the needed roles of the professional, the administrative and the worker classes based on the evaluation education made of their said ability. More than 30 years ago, I was led to raise the following questions:
- What if our understanding of intelligence is wrong?
- What if our means of evaluating student performance is wrong?
- What if, with the correct development, any student of education has the potential to distinguish themselves far beyond what is currently thought of them?
From that time, I have dedicated my life to study all associated fields of learning development, such as genetics, neurology, educational science, the political and social sciences and finally molecular technology (because a society designs its education on its technological level). I have written seven books on this subject, that are regarded by professionals around the world to be some of the best books written on school, society and intelligence.
However, it soon became very clear that while society informs its parent citizens that just as the police are provided for their protection, and doctors are provided for their better health, that teachers are provided to teach their children. Yet, I realized there is a falseness in this, because one teacher does not have the time, and very seldom the knowledge, to develop a clear understanding in the mind of each of their students in a class the full worth of the lesson by which they will subsequently test and evaluate them upon. In effect, it is to be realized that the teacher must rely upon the efficiency of the parents in the ways they prepared their child before they began school, and how they so control their time and energy while they develop through its many years. It is to be realized from this that the teacher is only a part of the academic development of the student, with the greater part often relying upon the academic, social, and may it be said the political standing, of the parent.
Thus, while the marks and grades given by education are said to demonstrate the ability of the student (the teacher provides information, the student demonstrates their understanding of this, and the teacher marks the presentation of their effort), it has to be realized that the student is only demonstrating their interpretation of the information provided by the teacher and not so their intelligence in how they respond. Such interpretation relies upon two factors: their emotional content and their skill in language.
It is by their emotional state (the degree of their fascination, interest, disinterest, boredom or distraction) that they apply their energy to learn an efficiency with each subject matter. Equally, it is by their emotional state and through the quality and sensitivity by which they are raised and subsequently taught proficiency in the language they are educated in and in that of mathematics (because all subjects such as history, geography, etc., and the sciences of chemistry, physics, etc., rely upon these two languages), that the student displays a presentation upon which education evaluates their worth.
Thus, it is not by their intelligence that the student develops through education and is eventually directed to the level of a work purpose, but by the long development of their emotional state to study and by their developed skill in the language by which they present their mind.
While this is generally known, the role of intelligence is so woven into this understanding that education and its staff regard this “environmental” aspect to be balanced by an inherited one, because our understanding of intelligence is that the individual is limited in their development by the quality of the genes they inherited. This is said to be qualified by the failure of the student to more readily respond and improve their effort through the guidance of the teacher.
However, with over 20 years of teaching and working with low performing students, as well as those said to be dyslexic and ADHD, I found that all were capable of very dramatically developing in their performance once, and often only once, their emotional state was better organized through the teachers love, patience, ability to inspire their self-belief and confidence and then correct and improve the student’s personal understanding of their poor development. This caused me to realize that our understanding of what school ability is, is not intelligence, and that we do not know what intelligence really is.
Through my very long and dedicated research, study and work in this field, I propose a new theory to replace that of the word “intelligence”. This theory of “The Brain Environment Complex”, realizes that genetic diversity does not affect the ability of the normally born individual to freely develop their language skills and emotional state, upon which they develop and present the ability of their mind in education. This theory proposes that through general codes, we inherit certain schemas by which the individual is able to learn to interrogate, associate and relate to the world about them, and that emotional sensitivity in this is the key to understanding the level of proficiency in each of these aspects and so in the whole of the presentation they make.
Once the parent is aware of this theory, they are able to realize the full responsibility they have in the academic development of their child, just as the educator, at any level of education, is able to adjust their method of interaction and teaching to dramatically improve the performance of each and all of the students in their classes.
It may be realized from this that the continual failure of education to produce students better educated and more adaptable in their mental aptitude in the work they do subsequently do lies in its adherence to the concept of intelligence being partly inborn, as this long gave it excuse to produce and maintain a processing of the human child to meet political agendas.
Roy Andersen.
www.andersenroy.com