I would like to take you on a journey with me and this journey we will
with me and this journey we will
with me and this journey we will reinterpret cleverness but first let me
reinterpret cleverness but first let me
reinterpret cleverness but first let me tell you a little bit about myself for
tell you a little bit about myself for
tell you a little bit about myself for most of my life for most of my life I
most of my life for most of my life I
most of my life for most of my life I never thought clever in the traditional
never thought clever in the traditional
never thought clever in the traditional sense would I mean by this clever in the
sense would I mean by this clever in the
sense would I mean by this clever in the additional sense means being a
additional sense means being a
additional sense means being a straight-a student in essence getting
straight-a student in essence getting
straight-a student in essence getting amazing grades for this reason I’ve
amazing grades for this reason I’ve
amazing grades for this reason I’ve always felt inferior to others I kept
always felt inferior to others I kept
always felt inferior to others I kept working hard but my teachers and my
working hard but my teachers and my
working hard but my teachers and my teachers captain telling me that but in
teachers captain telling me that but in
teachers captain telling me that but in terms of the work fluid I handed in I
terms of the work fluid I handed in I
terms of the work fluid I handed in I did the most I’m therefore I was a most
did the most I’m therefore I was a most
did the most I’m therefore I was a most hard-working despite this my ID CR c
hard-working despite this my ID CR c
hard-working despite this my ID CR c grades weren’t the best they weren’t
grades weren’t the best they weren’t
grades weren’t the best they weren’t brilliant nor were they horrible they
brilliant nor were they horrible they
brilliant nor were they horrible they were ok I got an A 2 b’s foresees a D
were ok I got an A 2 b’s foresees a D
were ok I got an A 2 b’s foresees a D and Denis upon getting these results I
and Denis upon getting these results I
and Denis upon getting these results I felt a mixture of emotions anger
felt a mixture of emotions anger
felt a mixture of emotions anger embarrassment confusion but most of all
embarrassment confusion but most of all
embarrassment confusion but most of all I felt like I let myself and everyone
I felt like I let myself and everyone
I felt like I let myself and everyone around me down I’d worked hard but it
around me down I’d worked hard but it
around me down I’d worked hard but it had not about to to anything it was not
had not about to to anything it was not
had not about to to anything it was not shown in the grade that I got had I
shown in the grade that I got had I
shown in the grade that I got had I wasted hours upon hours you right when I
wasted hours upon hours you right when I
wasted hours upon hours you right when I could have just as well relaxed in other
could have just as well relaxed in other
could have just as well relaxed in other words would I be more clever to have
words would I be more clever to have
words would I be more clever to have just not done any work during that time
or was a clever of me to work hard and
or was a clever of me to work hard and achieve my level best therefore I ought
achieve my level best therefore I ought
achieve my level best therefore I ought therefore I ask my question I ask myself
therefore I ask my question I ask myself
therefore I ask my question I ask myself a question then which I post you today
a question then which I post you today
a question then which I post you today what does cleverness really mean let’s
what does cleverness really mean let’s
what does cleverness really mean let’s first consider who we might call a
first consider who we might call a
first consider who we might call a clever person which consider a person
clever person which consider a person
clever person which consider a person who could solve the most complex math
who could solve the most complex math
who could solve the most complex math problems but cannot articulate them
problems but cannot articulate them
problems but cannot articulate them clever or a person who can teach
clever or a person who can teach
clever or a person who can teach spelling to little children but with
spelling to little children but with
spelling to little children but with perfect clarity let’s refer to sign the
perfect clarity let’s refer to sign the
perfect clarity let’s refer to sign the definition the first according to the
definition the first according to the
definition the first according to the Oxford Dictionary there are three
Oxford Dictionary there are three
Oxford Dictionary there are three definitions of clever the first is
definitions of clever the first is
definitions of clever the first is intelligence intelligent means to means
intelligence intelligent means to means
intelligence intelligent means to means quick to learn apply or devise ideas the
quick to learn apply or devise ideas the
quick to learn apply or devise ideas the next is talented talented means skilled
next is talented talented means skilled
next is talented talented means skilled at doing or achieving something and the
at doing or achieving something and the
at doing or achieving something and the third is ingenious ingenious is showing
third is ingenious ingenious is showing
third is ingenious ingenious is showing intelligence or skill but I want you to
intelligence or skill but I want you to
intelligence or skill but I want you to something the first meaning of
something the first meaning of
something the first meaning of intelligent is about an ability or
intelligent is about an ability or
intelligent is about an ability or capacity to quickly understand something
capacity to quickly understand something
capacity to quickly understand something the key word here is ability so why then
the key word here is ability so why then
the key word here is ability so why then do we tend to reduce it down to the to
do we tend to reduce it down to the to
do we tend to reduce it down to the to the letters or numbers that we get in a
the letters or numbers that we get in a
the letters or numbers that we get in a piece of paper why do you in level what
piece of paper why do you in level what
piece of paper why do you in level what why do you only label someone as clever
why do you only label someone as clever
why do you only label someone as clever if they get a certain percentage on an
if they get a certain percentage on an
if they get a certain percentage on an exam in ancient Greece to see if someone
exam in ancient Greece to see if someone
exam in ancient Greece to see if someone was clever or intelligent dude give them
was clever or intelligent dude give them
was clever or intelligent dude give them one question and depending on how well
one question and depending on how well
one question and depending on how well they articulated or undefended that
they articulated or undefended that
they articulated or undefended that answer they could then join the job
answer they could then join the job
answer they could then join the job market this was a time which was known
market this was a time which was known
market this was a time which was known for the greatest philosophers
for the greatest philosophers
for the greatest philosophers mathematicians
Gitex and thinkers ideas which we made
Gitex and thinkers ideas which we made then I still the today an example of
then I still the today an example of
then I still the today an example of this is Aristotle he came up with the
this is Aristotle he came up with the
this is Aristotle he came up with the art of rhetoric this is getting people
art of rhetoric this is getting people
art of rhetoric this is getting people to agree with your point of view of how
to agree with your point of view of how
to agree with your point of view of how to be persuasive we we practice this art
to be persuasive we we practice this art
to be persuasive we we practice this art every day in debates conversations TED
every day in debates conversations TED
every day in debates conversations TED talks like this one therefore one could
talks like this one therefore one could
talks like this one therefore one could interpret this as being clever as you
interpret this as being clever as you
interpret this as being clever as you have made somebody who has an opposing
have made somebody who has an opposing
have made somebody who has an opposing point of view agree with you or see your
point of view agree with you or see your
point of view agree with you or see your side opinion I therefore believe that
side opinion I therefore believe that
side opinion I therefore believe that cleverness means the thirst for
cleverness means the thirst for
cleverness means the thirst for knowledge which never diminishes and to
knowledge which never diminishes and to
knowledge which never diminishes and to always be inquisitive this is the tool
always be inquisitive this is the tool
always be inquisitive this is the tool that we need for survival in a new era
that we need for survival in a new era
that we need for survival in a new era where change is the only constant IQ is
where change is the only constant IQ is
where change is the only constant IQ is not the only measurement of cleverness
not the only measurement of cleverness
not the only measurement of cleverness EQ is equally if not more ortant
EQ is equally if not more ortant
EQ is equally if not more ortant therefore I think that we should
therefore I think that we should
therefore I think that we should incorporate three most objects into our
incorporate three most objects into our
incorporate three most objects into our curriculum these are relationships
curriculum these are relationships
curriculum these are relationships working and life let me explain in the
working and life let me explain in the
working and life let me explain in the subject of life
you learn how to live in harmony how to
you learn how to live in harmony how to be confident how to defend religious and
be confident how to defend religious and
be confident how to defend religious and personal beliefs when scrutinized or
personal beliefs when scrutinized or
personal beliefs when scrutinized or bullied we would also learn the
bullied we would also learn the
bullied we would also learn the different way on the reef in political
different way on the reef in political
different way on the reef in political and flip and philosophical ideologies we
and flip and philosophical ideologies we
and flip and philosophical ideologies we learn about taxes and voting as well in
learn about taxes and voting as well in
learn about taxes and voting as well in the subject of relationships we would
the subject of relationships we would
the subject of relationships we would learn about how to find and creates
learn about how to find and creates
learn about how to find and creates loving relationships friendships and
loving relationships friendships and
loving relationships friendships and business associations and develop new
business associations and develop new
business associations and develop new associations and sustain these for life
associations and sustain these for life
associations and sustain these for life both old and new in the subject of work
both old and new in the subject of work
both old and new in the subject of work we learn about the best jobs which suit
we learn about the best jobs which suit
we learn about the best jobs which suit our personality careers in field which
our personality careers in field which
our personality careers in field which interests us and exploring career
interests us and exploring career
interests us and exploring career choices who and what our contribution
choices who and what our contribution
choices who and what our contribution would be in these in conclusion
would be in these in conclusion
would be in these in conclusion therefore I would like to expand on our
therefore I would like to expand on our
therefore I would like to expand on our common understanding of the word clever
common understanding of the word clever
common understanding of the word clever of being clever to include to being but
of being clever to include to being but
of being clever to include to being but not limited to to live meaningful lives
not limited to to live meaningful lives
not limited to to live meaningful lives together in society with people of
together in society with people of
together in society with people of diverse education religion culture and
diverse education religion culture and
diverse education religion culture and traditions I therefore believe that a
traditions I therefore believe that a
traditions I therefore believe that a clever society is a society where people
clever society is a society where people
clever society is a society where people learn grasp apply and apply and apply
learn grasp apply and apply and apply
learn grasp apply and apply and apply new ideas they support this with our
new ideas they support this with our
new ideas they support this with our need for the common good they do so with
need for the common good they do so with
need for the common good they do so with key values these values are tolerance
key values these values are tolerance
key values these values are tolerance humility and prosperity thank you
humility and prosperity thank you
humility and prosperity thank you you
”
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