Intelligence needs to be understood in the cultural contexts in which it is displayed. For one thing, people in different cultures have different conceptions (implicit theories) of what intelligence is. According to Robert Serpell who has researched into intelligence among the Chewa of Zambia, intelligence is understood in terms of four indigenous constructs: nzelu (wisdom) and chenjela (aptitude), which represent the cognitive aspects of intelligence; and tumikila (responsibility) and khulupilika (trustworthiness) which represent the social aspects.
PROMPT :
If you were responsible for (formal) education in some (fictitious) country, would you make it imperative that the curriculum should comprise content that contributes to the development of both cognitive and social aspects of intelligence? Would you, further, support legislation or policy that recommends the use of the dominant language of the people in education, rather than depending on some foreign language, whatever the putative merits of the latter?