1.7. Culture and Intelligence

A major characteristic of intelligence is that it helps individuals to adapt to their environment. The cultural environment provides a context for intelligence to develop. Vygotsky, a Russian psychologist, has argued that culture provides a social context in which people live, grow, and understand the world around them.

Intelligence is not just about how smart someone is; it also includes how well they can adapt to their surroundings. Vygotsky emphasized that the culture we grow up in shapes our understanding and how we respond to different situations. For example, people from different cultures often have varied approaches to problem-solving based on the values and practices of their communities.

Think of a local community that relies on farming. Children in this community may learn to solve problems related to farming much earlier than those in a city where people rely on technology. Their intelligence in farm management is shaped by their cultural needs and practices.

For example, in less technologically developed societies, social and emotional skills in relating to people are valued, while in technologically advanced societies, personal achievement founded on reasoning and judgment is considered to represent intelligence.

Different cultures prioritize different aspects of intelligence. In cultures that emphasize cooperation and community bonds, social relationships may be more valued. Whereas in more technologically advanced societies, logical reasoning and individual achievements take the spotlight. This means that the context in which a person lives greatly influences how we define and measure intelligence.

Imagine a village where success is measured by one’s ability to work well with others and contribute to communal goals. On the other hand, in a competitive corporate environment, success is often viewed through the lens of individual accomplishments in projects or sales.

Contrary to technological intelligence, intelligence in the Indian tradition can be termed as integral intelligence, which gives emphasis on connectivity with the social and world environment.

In Indian culture, intelligence is viewed more holistically. This means that it includes understanding one’s role in society and how personal actions affect the larger community. This contrasts with a more fragmented view of intelligence focused solely on individual cognitive abilities.

An Indian student, while excelling in studies, is also taught the importance of social responsibility and community service. Thus, intelligence is seen not just in academic success, but in how they contribute to the wellbeing of others.

According to him, while elementary mental functions (e.g., crying, attending to mother’s voice) are universal, the manner in which higher mental functions operate is largely culture-produced.

Vygotsky pointed out that certain basic human functions like crying or recognizing a caregiver are the same for everyone. However, as we develop more complex thinking skills (like problem-solving or abstract reasoning), these are influenced by the cultural context. This suggests that cultural background shapes how we think and learn to think.

Consider two children learning mathematics: one in a culture that emphasizes rote memorization and the other in a culture that values understanding concepts through practical applications. They will develop different strategies and approaches to math based on their cultural teachings.

Technologically advanced societies promote skills of generalisation and abstraction, while many Asian and African societies value interpersonal skills and emotional intelligence.

In cultures that have embraced technology, skills such as critical thinking, abstraction, and generalization are highly valued. In contrast, other cultures might prioritize the ability to interact and communicate effectively with others, emphasizing social harmony and emotional understanding as crucial forms of intelligence.

In a tech-driven job interview, candidates are tested on abstract problem-solving and technical skills. Conversely, in a job that involves community interaction, applicants may be evaluated on their ability to connect emotionally and interact productively with community members.

The qualities and skills regarded as intelligent actions in non-western cultures are sharply different, though the boundaries are gradually vanishing under the influence of western cultures.

As cultures interact more globally, the definitions of intelligence are blending. While traditional views of intelligence may still exist, the influences of Western cultures are introducing new standards of what constitutes intelligence globally.

Look at global education systems; schools worldwide are adopting more interactive and innovative teaching styles that prioritize communication skills colored by Western influences, impacting local methods of education and understanding of intelligence.

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