Earlier this week I asked our high school students if down deep they believe they are smart. Are they confident they are bright, intelligent, capable, insightful and competent? Do they genuinely believe in their own capacity to learn, to grow, to lead and to truly maximize their potential?
As our students progress through school and life, various factors contribute to their perception of their own abilities and potential. We are all familiar with IQ (Intelligence Quotient) as a test that has long been used as a supposedly objective measure of one’s brain capacity. In recent years IQ has been criticized as having limitations. People with high IQs are sometimes accused of lacking “people skills.” So in an effort to better understand the complexity of intelligence, about 20 years EQ (Emotional Quotient) gained credibility. In a world where social interaction, teaming and group work are more prevalent, EQ stresses the importance of social intelligence and genuine interest in the welfare of other people, kindness, empathy and a capacity to naturally bring people together. For the past two decades we have been told that we can’t simply depend on IQ as a dependable measure; EQ is also key to success in today’s world.
Now there’s a new kid in town. Enter CQ—“Cultural Quotient” or “Cultural Intelligence.” It reflects a genuine desire to overcome cultural barriers and a confidence in one’s ability to communicate with people from different cultural backgrounds. Supporters of CQ assert that a heightened awareness and sensitivity to different cultures are critical tools in a world that is increasingly multicultural and interconnected.
Last fall the Association for Canadian Studies conducted a large study of CQ in the world’s four most multicultural countries: Canada, USA, Britain and France. Good news, Canada rated highest on the CQ scale! It has a lot to do with our culturally diverse population. Here at LCC it also reinforces the importance of cultural international exchanges and service projects outside of Canada. Experiential learning trumps all in the 21st century, as learning by doing tends to be most memorable So what are our students doing to expose and challenge themselves in this important domain? Are they taking steps to explore new cultures with genuine curiosity and actively develop their own Cultural Intelligence?
Back to the original question: are our students smart? Of course they are, but they need to strike a balance between the three domains: IQ, EQ, and CQ. —Christopher Shannon, Headmaster