This is not the sort of intelligence that our education systems are programmed to develop in our young people.

Our education systems were historically designed around the needs of society during the Industrial Revolution. That was to produce a  cheap/skilled and semi-literate labour force. From this perspective not much seems to have changed (with languages and Maths forming the predominant subjects) except that we have now moved towards an Information Technology based revolution which requires that our young people are kept up to date in using the latest technologies.

These outdated systems do nothing to encourage and foster creativity. Such systems are based on a limited understanding of the definition of intelligence. One that assumes that we are all very much the same and that our abilities to understand and operate within society are quite similar and linear. That is – subject to our genes and socio-economic position we can pretty much all be trained to be good little workers who will continue to enslave ourselves for the benefit of those with power and money.

The lure of riches and material objects of desire being used as bait to keep us enslaved. Yet all of the riches in the world won’t make us happy. We can only feel happy when we are creatively on purpose and living the lives we are meant to live.

That purpose embraces all that is creatively unique about us. If we are not encouraged to tap into that creativity we can end up living unhappy and unfulfilled lives. We must start living creatively intelligent lives through expressing our unique gifts and talents.

In reality we all process information very differently. There has been much research into and many studies done into the many uniquely differing forms of human intelligence with attempts having been made to conclusively and exhaustively categorise these.

While some categorisation can be useful in the final analysis such categorisation can never be either conclusive or exhaustive. Largely such categorisations have focussed on our sensory input predispositions such as whether we are visual, auditory or kinesthetically orientated. These categorisations continue to be extended.

Our education systems adopt the approach that “one size fits all”. There is little wonder then that many young people fail to flourish at school and drop out early due to a lack of interest or through being classified by others as academic failures.

Many young people are labled as having particular psychological conditions or learning disorders just because they cannot relate to a way of teaching that is foreign to their unique way of processing information. This leads to boredom and feelings of being different which in turn generate disruptive behaviours.

When we look at the lives of many successful people some of the most well known and successful dropped out of school early because for them they could not relate to a traditional school system of education.

So how do we access this creativity and grow our natural creative intelligence? Whatever excites us and what we feel passionate about is a good indicator of where our creative talents lie. When we examine our lives and take note of where we spend quality time doing the things that make us feel alive we are on track to discover our innate creative intelligence. We grow this intelligence through regualr practice.

When we consider the amount of time that we devote to doing things that we don’t enjoy out of responsibility and then compare that to the time we spend on those things that are truly important to us we will mostl likely see quite a discrepency. If that is the case then take time to re-address the balance.

A life that is creative and full of passion is a life of purpose, meaning, satisfaction and happiness.