Sample Education Essay Paper on Knowing the Answer

Intelligence is a biologically inherent value that comes as a human virtue to a person. This is evidenced by the ability to produce solutions that mitigate a given problem. It would be accurate to concur with Eleanor Duckworth on the perception of providing the right answer in a classroom environment. When keenly addressed, knowing a direct response to a question is an indication of high intellectual levels in a learning environment. Most teachers consider academic sharpness with respect to providing an immediate answer to a question. Knowing an answer, however, should not be used as a primary criterion for evaluating academic excellence of all students in general.

It would be critical to introduce the biological functioning of the human brain with respect to academic prowess among students. As briefly noted above, Eleanor Duckworth acknowledges that knowing an answer should come automatic and there should be no debate about such an issue. This argument states that knowing an answer entails high levels of memorization and interpretation of content that enables a student to provide an answer. However, intellectual intelligence should not be entirely based on the memorization capability of the human brain. There are alternative requirements that should be used in assessing mental confidence levels among students of all school-going categories.

Since the brain processes information in a biological procedure that takes time, it is essential to consider the time element of knowing an answer. The brain operates like a technology information system which depends on data for information processing and interpretation. It is believed that these systems have adopted the biological functioning model of the human brain throughout its development. Nevertheless, this should be an indication to academic institutions that knowing an answer is not an automatic process. Students should be provided with adequate time to respond to a question as opposed Eleanor Duckworth’s argument on the same. As will be noted in the following illustration, knowing an answer should not be the basis of determining intellectual levels among students.

It is common to find bright students living a life whose quality does not compare to their level of education. According to Eleanor Duckworth, a brilliant student who responds to questions promptly is expected to lead a successful life. However, the reality of intellectual intelligence is defined by the ability of an individual to use constrained resources in developing an answer to a question. This is a practical illustration which has confirmed that successful people in the society are not, necessarily, those who were able to answer questions quickly while in school. This shows that individual answers which are processed distinctly work positively when worked out in the process of reasoning and information interpretation. For instance, creative people have proven to be more successful in life – than most individuals with high intellectual capability – since their solution seeking processes are carefully implemented.

From a personal point of view, it is essential to state that creativity and talent management are important factors of measuring intellectual levels among learners of any academic level. Most curriculum systems tend to be rigid in the sense that they do not appreciate the progress of intellectual development. Typically, teachers concentrate on bright students whose performance is decorated with good grades since their professional performance depends on high performance. However, academic learning processes should consider prioritizing academic progress as a vital tool for developing highly intellectual members of society.