The Evolution of Higher Education - The Craft of Superior Intellect

The Craft of Superior Intellect
The Evolution of Higher Education: The Craft of Superior Intellect

Christopher M. Hill
HEA-510-Q4645-Philosophy and History of Higher Education
Instructor: Tim Anderson
June 16, 2015

Theory and practical application establish the foundation and construct of conceptual
framework. This evolutionary amalgamation of thought influences perspective and perception
based on relative motivation; thus the concept of higher education is the inherent result of
knowledge. The societal view of knowledge as power is fortified by the understanding that
information is the currency of todays world. Intelligence is the product of knowledge and is a
life-long revolutionary cycle of practical and participatory action research. We live, learn and
adapt accordingly. Our thoughts and influence our emotions and thereby motivate and empower
our actions. In turn, our actions are a mixture of our beliefs and philosophy of life. Knowledge is
the fundamental power which establishes, sustains and evolves humanity as it connects historical
religious, social and political influences which have established a paradigm of superior intellect
and secured the evolution of future success and progression in higher education. The craft of
superior intellect is relative to the evolutionary development of thought. Just as the human entity
must evolve with development; so it is with the philosophy of higher education as it relates to the
evolution of how knowledge is connected to intelligence.
According to the American Heritage Dictionary (2002), intelligence is defined as The
capacity to acquire and apply knowledge. Higher education is essentially multifaceted in
philosophical approach and these dynamics are often amalgamated in myriad weights and
balances relative to the needs and the situation. The use of logic in reasoning as one interprets
the independent and dependent religious, political and sociological variables in developing
realistic goals and professional and personal growth in the acquisition of knowledge as it
emerges into intelligence is necessary in understanding the conceptual framework of intelligence.
Logic is considered the science of evaluating arguments and from this perspective and one
medium of argument is the Hegelian Dialectic; therefore, when there is conflict or a decision to
be made relative to choice and sides (Angelo, 2014).
In a diverse world, one must apply considerations for relativism and deal with issues of
knowledge, truth, reason and faith which challenges me to study the knowledge and this is
Epistemology. Epistemology is directly connected to Metaphysics which is the nature side of the
nature versus nurture debate and deals with issues of reality or fact and includes the freedom of
the soul and thereby choice. Finally, Axiology, the study of values, which includes: ethics;
social/political philosophy; and aesthetics (Angelo, 2014). This passion and impeding desire to
know people is often amalgamated with the yearning for the procurement of factual, objective
data and information which is connected to the subjective nostalgia. There is never one branch
for the complexity of humanity and the various causes and effects relative to time, space,
purpose, and motivation cannot be segmented in my thought process. I must know not only what,
but understand why and the underlying causes. Higher education is about motivating others to
achieve in the best way possible for them. But this is not the esoteric meaning or origins of the
craft of superior education.
In an effort to educate the reader on the framework of thought, the writer must introduce
the connotative amalgamation of the denotative definition of craft as it is connected in identity
and purpose in manufacturing intelligence and thereby connect intelligence to the ideology,
philosophy, and beliefs in education which in-turn mimics the theological construct intelligence
as a means of being a god and science as the ritual practice which is taught in life and therefore
the institutions of higher education. According to Websters Revised Unabridged Dictionary,
craft is a noun: 1. Strength; might; secret power; 2. Art or skill; dexterity in particular manual
employment; hence, the occupation or employment itself; manual art; a trade; 3. Those engaged
in any trade, taken collectively; a guild; as, the craft of ironmongers; and 4.Cunning, art, or skill,
in a bad sense, or applied to bad purposes; artifice; guile; skill or dexterity employed to effect
purposes by deceit or shrewd devices. One must also consider that with the history of higher
education being rooted deeply in religion, according to the ISBE, craft is the "ability to do
anything," universally applied in a bad sense to unscrupulous wickedness, that stops short of no
measure, however reprehensible, in order to attain its purposes; then, in a modified form, to
resourcefulness in wrong, cunning (Biblehub, 2015).
The education system is designed to invoke and motivate social and political change via
thought and practice and not the system reflecting society---it is rathersociety is educated to
reflect the system and thus I see curriculum as the framework of pedagogy (science) to create a
controllable world and this was also a subversive goal in the beginning. According to David
Allen Rivera (1997):
When you talk about tracing the origin of an organization which is controlling the
destiny of the world, its obvious that you have to start at a period which would allow a
movement of this magnitude time to ferment. Changes like the ones, which have, and are
occurring [today], do not take place over night. We are dealing with a group which must
have been growing for over two hundred years in order to obtain the power and influence
necessary to achieve the global control now being exercised. When you think of it in that
context, there is such a group.The leader of that group (Illuminati) was a man
named, Dr. Adam Weishaupt, who was born on February 6, 1748 (Page 5).
The control over our lives is hard for the average man on the street to fathom. Every facet of our
existence our government, financial institutions, big business, the news we receive through the
media is today controlled by the top members of secret societies and their pals. This could not
have been accomplished without the most important control of all; control of our education
system. The ink was hardly dry on the Constitution before the planned takeover of Americas
higher education was implemented. By the mid-1960s the invisible government had total control
of all education in our company. To fully understand why its almost impossible to open the
minds of those around you as to the true makeup of our planet we must first understand how the
secret societies manipulated and stifled scientific study worldwide. According to Dennis Crenshaw
(2001), The One Worlders had controlled the European schools for centuries. And likewise, the
freedom seeking people who had immigrated to America had to be controlled. Experience and
common sense had taught them that the best way to control society was by controlling their
educational system.
As Anthony C. Sutton explained in his excellent expose How the Order Controls
Education (1985):
Any group that wanted to control the future of American society had first to
control education i.e., the population of the future it all began at Yale.
Even the official Yale history is aware of Yales power and success. George Wilson
Pierson wrote in Yale College (1952):
The power of the place remain(s) unmistakable. Yale was organized; Yale
inspired a loyalty in its sons that was conspicuous and impressive; Yale men in
after life made such records that the suspicion was that even there they were
working for each other. In short, Yale was exasperatingly and mysteriously
successful. You rival institutions and to academic reformers there was something
irritating and disquieting about old Yale College (Page 5)
According to an account reported by E.E. Slosson in his book Great American

Universities (1910).
This success was more that obvious to Yales chief competitor, Harvard
University. So obvious, in fact, that in 1892 a young Harvard instructor, George
Santanyana, went to Yale to investigate this disturbing legend of Yale power.
o Santanyana quoted a Harvard alumnus who intended to send his son to
Yale because in real life all the Harvard men were working for Yale
men. (Page 2)
According to Suttons research the move to take control of Americas higher learning
institutions started with three men. The craft or manipulation of society is well orchestrated
Timothy Dwight (Initiated into the Order in 1849) Professor in the Yale Divinity School
and then 12th President of Yale University.
Daniel Coit Gilman (Initiated into the Order in 1851) first President of the University of
California, First President of the Johns Hopkins University and first President of the
Carnegie Institution.
Andrew Dickson White (Initiated into the Order in 1853) first President of Cornell
University and first President of the American Historical Association. (Page 2).
In the mid-1800s these young men, all members of the Order, were sent to Europe to
study philosophy at the University of Berlin. There they studied under Wilhelm
Wundt (University of Berlin Institute of Physiology). Wundt was the founder of experimental
psychology in Germany and the later source of the dozens of Ph.D. who came back from
Leipzig, Germany to start the modern American education movement (Sutton, Page 3).
Wilhelm Wundt was a proponent of the Hegelian philosophical ideas. He used the Hegelian
theory as his starting point i.e. The State is superior to the Individual (Crenshaw, 2001).
Intelligence is the fundamental platform of evolution; therefore, it is the conduit of
transference of philosophy and thought. It is the premise by which societal acuity and success is
established and thus the continuity of life as we know it. This is approached only at the
individual level. The mental acuity evolved in practice as one is immersed with societal stimuli is
reflective of ones ability to not only survive but to dominate and become leaders (Kamil, 2004).
Thus intelligence is crafted as a dichotomy of evolution of mankind and is an inherent trait
modifier which affords individuals with the ability to manage and lead in organization and
industry. Higher education is more than a concept of knowledge acquisition but rather a conduit
of the craft and evolution of intelligence. , Emotional Intelligence (EQ) used to tap into the
wisdom and creativity of the "wise mind" or where the rational and emotional minds intersect.
To understand self in reference to the comprehension of those around you is vital to navigating
through the portals of interpersonal communications. According to The Workforce Development
Network (2012), EQ is simply: Saying the right thing to the right person at the right time with
the right intensity. As a business professional, emotional intelligence is a necessary component
in understanding the types and flows of information, data, and communication (written and oral)
as connected with cultural competence. Cultural Competence is the application of EQ and
transcends into the order of being aware of differences and similarities in order to interact with
people of different cultures. This critical leadership skill is applicable to operating teams and
assessing the cultural competence of employees. Cultural awareness is also a guard against racial
and cultural conflicts which apply to personal and work-related issues.
According to Emotional Intelligence and Diversity Series (2008), Culture is both

pervasive and subtle at the same time. It is so much a part of who we are that it is automatic and
we dont think much about it. However, the paradox of culture is that since we learn it by
osmosis, we dont always know what our culture is its just the way things are. Symbolic
Interactionism teaches that we see things on three basic premises: (1) Humans act toward things
on the basis of the meanings that things have for them; (2) the meanings of things derive from
social interaction; and (3) these meanings are dependent on, and modified by, an interpretive
process of the people who interact with one another (IEMF, 2003).
The higher education institutions must format and differentiate the organizational
construct and program offering in order to supply and offer the training and curriculum relative
to the needs of an ever-evolving intellectual society. In this arena of education, the students will
effectively be included in the decision-making processes and will influence to future paradigm of
higher education formats. One must first authentically value and respect all individuals for their
talents and contributions and actively create a high-engagement culture by encouraging the input
and initiative of all employees (Bilimoria, 2012). Upper-level management should better
appreciate the diversity in perception and experience of the mid-level managers. Their value is
represented in the respect of appreciating what they have to offer. In their book, Kouzes and
Posner (2010) convey that individuals make a difference (Bass, 2010). The understanding that
leadership can be exhibited in all levels of operations is presented as a major component relevant
to combating the problems of the mid-level management which have trickled to the individual
employees and resulted in low morale and decreasing market shares. Interacting with the
employees bits more will make them feel respected and included. Making them feel they are
appreciated by various awards programs will motivate some and allowing them to make
suggestions on how they see things will make them feel included. Living within grasp of the
employees would help each component of the organization to interact. Furthermore, five
practices to include modeling the way, inspiring by shared vision, challenging in the process, by
enabling others to act while encouraging their hearts (The Leadership Challenge, as cited in
Bass, 2010), should be applied as an integral process in leadership.
The establishing of credibility by utilizing such tools and mentoring and establishing trust
is necessary. Ronald Fry (2012) highlights the importance of quality communication by stating,
If you want to change behavior related to an issue, begin by changing the ways you talk about
it. Change the conversation! There seems to be various barriers in communication and as
leaders, they must be conscientious of all cultures as they utilize GLOBE study in interacting and
appreciating the needs of high-context cultures because of our commitment to international
consulting.
Leadership Today must be forward looking and maintain our honesty while inspiring our
employees and managers to be competent. This validates the credibility of an institution and
boosts the morale of the employees by training the upper-level management and mid-level
management to become transformational leaders. One must establish the paradigm of leadership
and initiate this comprehensive plan of becoming leaders by inclusion, establishing credibility,
effectively interacting with students and all levels of higher education via effective and
responsible communication with empirical competence as educators and/or leaders lead and
manage with their hearts which are the minds of the institutions of higher learning.
Social and political issues vary based on the perspective and points of view of those
evaluating the assessment and application of the outcomes of proposed theories; thus the
modifications of the craft of intelligence. Many are troubled about the types of focuses and
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theories applicable for outcome. There are some colleges that focus on curriculum while others
focus on students. There is usually a dilemma in the comparison and contrast of nature vs.
nurture; however, I am more of a substantive individual who looks at the causes which produce
the effects. This week I have chosen Transformative Learning theory by John Mezirows. The
evolution of the theory was progressive. As with the majority of all theorists, transformative
theory is an amalgamation of Kuhns (1962) paradigm, Freires (1970) conscientization and
Habermass (1971, 1984) domains of learning. When dealing with the social and psychological
variables which transform past experience with new learning, Transformative Learning is
segmented into primary phases which were derived from the original three types of learning
which were technical, practical and emancipator. From Habermans domains of learning, the
transformative theory became (a) instrumental, (b) dialogic, and (c) self-reflective. Simply
stated, learners ask how they could best learn the information (instrumental), when and where
this learning could best take place (dialogic), and why they are learning the information (selfreflective) (Kitchenham, 2008).
The paradigm and distinction of instrumental and communicative learning is
phenomenal. Though instrumental learning has to do with controlling ones environment, I found
communicative learning a viable and interesting component of transformative learning theory.
According to Jack Mezirow (2003), Communicative learning refers to understanding what
someone means when they communicate with you. This understanding includes becoming aware
of the assumptions, intentions and qualifications of the person communicatingThe process of
critical-dialectical discourse centrally involves assessing the beliefs of others to arrive at a
tentative best judgment. This critical thinking paradigm encompasses a level of social and
psychological intellect and prowess which enables an individual to utilize fluid intelligence as a
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platform of transforming information based on what is known and relative to that which needs to
be understood. This evolution is a bit-map which has led to what Clare Kaufman (2015) refers to
as diversification. It is in the diversification of knowledge, content delivery and the student body
that we see the great advantages afforded for all in higher education.
Albert Einstein said, Education is not the learning of facts, but the training of the mind
to think. This training varies and is dependent of the variables of time, thought, belief and
philosophy. The genesis of evolution is the primary pillar of fundamental development. It is my
practice to comprehend and become intimately knowledgeable of words and their origins. The
etymology of the word philosophy is most intriguing. According to the Online Etymology
Dictionary (2014), philosophy as we have come to know it and as many word we use in
Western civilization is derived from the Greek philosophia which literally means love of
knowledge, pursuit of wisdom; systematic investigation. As I further grasp the true conceptual
and theoretical application of the word, I must then connect this pursuit and passion for
knowledge and wisdom to my motivation. I am intrinsically motivated and I cannot help but
think of Marie von Ebner-Eschenbach who said, In youth we learn, in age we understand. As
we grow and mature, our motivations adapt with our life experiences. The various stimuli
relative to our own unique paradox of existence tends to be pliable and contingent upon a variety
of variables.
Origins provide evidentiary support to cause-and-effect as the amalgamation of objective
and subjective data merge upon the conscious thought and reasoning. Thus, the varying nuances
of what higher education is in theory and concept determine the perspective of its quintessential
purpose and effect. There are many underlying and subjective influences which dictated the
evolution of education based on practice and purpose: (1) the conversion from the medieval to
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the modem is most clearly evident in the changing, roles and relative values, of faith and reason;
(2) that conversion was made conceptually possible by the accommodation of Aristotelian ideas
to Christian cosmology; and (3) that these changes are successively perceptible through
consideration of the political thinkers, John of Salisbury, St. Thomas Aquinas, and Marsilius of
Padua (Clark, 1979). The Gelasian tradition is about the autonomy that each of the great powersthe Temporal and Spiritual powers- has within its own sphere; therefore, we can understand how
the currency of information becomes the power which is knowledge ((Thelin, Edwards, &
Moyen, 2014; Goodchild, Wechsler, & Eisenmann, 2007).
The church was the power of society and its doctrine was the influence of knowledge and
the scale by which intelligence was weighed. It was through the church and its leadership that the
shape of society was molded. Thought was manipulated by the power of the church and many
sources relative to intent of research have provided an insight into the stimuli that influenced the
practical concept of the hierarchy of higher education as it connected with the power of
knowledge and was influenced by the church. As a footnote of discovery and proof in the Pagan
Christianity: The Origins of Modern Church Practices (2002) and interesting foundation is laid
concerning the legacy of what is now the medium of higher education:
A Legacy of Learning, p. 149. The history of university degrees is quite interesting.
People who passed academic standards were called masters. Lawyers were to be called
doctors. doctor means one who teaches. It comes from doctrina which means learning.
A doctor, then is the master who teaches. Eager students who wanted recognition were
called bachelors (p. 153). The Cathedral chancellor had ultimate control of the university
(The word university comes from the medieval Latin universitas which was the term
used for the medieval craft of guilds (A History of Western Education: Vol 2 p. 109):
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masters gave lectures to the bachelors who at first lived in privately hired rooms, then
later in halls lent to them by the masters (Theological Education In Historical
Perspective, p. 79). The word faculty which means strength, power, and ability appeared
around 1270. It represented the various subject divisions of the medieval guild. The word
faculty eventually replaced guild and came to refer to the group of scholars in each
subject. ~A History of Western Education: Volume 2, p. 111; Charles Horner Haskins,
The Rise of Universities, New York: H, Holt, 1923), p. 17.
One can deduce that the mind was influenced based on access to information and during
the Dark Ages. The closest component in the evolution of modern thought and education can be
connected to the Greeks. The Hellenistic theory of Education was a mixture of Gnosticism,
philosophy, and alchemy. The ancient Greeks influenced Roman thought and under the emperor
Constantine, a new order of cohesive religion and education was forged. This period culminated
into what is commonly known as the Middle or Dark ages because the Roman Empire fell
about 500 A.D. and feudalism as a political system thwarted the advancement of the common
and poor people and religious superstition was the motivation based on fear by which the Roman
Catholic Church was the power of institution and was in stark opposition of the former Greek
and Roman philosophy of thought: Bishops and monks orchestrated the flow of information
(currency) to upper-class boys and the education system was ran by Bishops because it was their
responsibilities to run and manage cathedral schoolswhich were the portals that led to higher
education (Newman, 2015; Rorty,1998; Pedersen, 1997).
The papal bulls (laws and mandates) were the curriculum standard as noted by the Unam
Sanctum of 1302 which was the official stance of the Roman Catholic Church:
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In this bull, Pope Boniface teaches that there is only one Kingdom, the Church, and that
the Church controls the spiritual sword, while the temporal sword is controlled by the
State. The temporal sword is hierarchically lower than the spiritual sword. The
superiority of the spritual sword allows the Church to influence politics and society at
large. Among other things the Bull lays down the dogmatic proposition of the unity of the
Church, and of the necessity of belonging to it for eternal salvation. The pope is supreme
head of the Church, and a duty of submission to the pope by Catholics necessarily arises,
if they are to belong to the Church and if salvation is to be attained (Kirsch, 1912).
The Church was in control of the curriculum and basic course offerings contained Latin
language, grammar, logic, rhetoric, philosophy, astrology, music and mathematics. The
hierarchical construct of scholars, monks and bishops utilized their interpretations of ancient
Roman and Greek resources to mold the minds of their students while these courses were based
on the amalgamation of pagan superstition mixed with Christian principles; therefore,
superstition. The learning atmosphere of these upper class students included styluses made of
bone and ivory (advanced technology for this period) and sitting together on the floor. Because
of their class, they were being groomed for leadership as nobility, it was necessary that knew
how to read and write in efforts of understanding and following the code of chivalry as proposed
by the clergy and the Church (Education, 2009; Cobban, 1999).
. This was a volatile period of conflict which often presented challenges in the education
process due to ongoing and frequent wars and battles which had the detrimental effect of halting
studies. Nevertheless, those who were successful and were taught in these schools were
announced as scholars at the age of 14-15 (Newman, 2015). During this period, higher education
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was just a clad of prowess and a sense of power and nobility and identification of class; the
hierarchal construct went as followed:
Some of them could opt for higher studies in cathedral schools and universities under
the management of prestigious bishops. Any student who could prove that he knew arts
well was announced as Master of Arts. Students had the choice to learn theology,
medicine or philosophy and after mastering any of these subjects they were declared
doctors. Before attaining mastership, a student was required to attain baccalaureate which
was considered as the first step towards becoming a master of a subject. A student could
attain baccalaureate by following the course which was known as quadrivium. It included
preliminary understanding of geometry, geography, arithmetic, natural history, astronomy
and music (Newman, 2015).
The longevity and influence of this process and practice was preserved because those
who chose to follow this path carried on the traditions as they often became monks who were
commissioned by the Church to preserve the interpretive Roman and Greek texts. It was these
Masters of Arts who wrote the immerging texts of this period and who had the right to read
Scripture because it was then illegal for peasants to possess a reading material. The scourge of
the Inquisition is the testimony to the dangers reflected in the commonly quoted statement about
power by Lord Acton, Power corrupts, and absolute power corrupts absolutely. It was this
corruption which led to rebellion and this rebellion is recorded in history as revolution. This
revolution is known as the Age of Reason or the Enlightenment (1685-1815).
This period was the change of education doctrine because it evolved into the advocacy of
self reasoning as defined by the leading philosophers of each period. During this evolutionary
revolution, there was movement from mysticism, religion and superstition into an introspective
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realization of individuality as it is considered a force of thought with the ability to make

decisions relative to ones own understanding. German philosopher Immanuel Kant defined
enlightenment as, Enlightenment is the liberation of man from his self-caused state of minority.
Minority is the incapacity of using ones understanding without the direction of another. This
state of minority is self-caused when its source lies not in a lack of understanding but in a lack of
determination to use it without the assistance of another (History, 2015). The mother church
was losing grips on controlling intellectual advancement via the concept that knowledge as
regulator and source of power and the Church as god to the transference of worship to self as
The Age of Reasons first stage, 1685-1730, brought about a great change in the tale of mans
sojourn on earth. Reason, rationality and enlightenment became the new gods. This progression
of thought and higher learning consisted of three major philosophies of thought:
1) Dualism which was originated by Descartes and was based upon the premise that God (mind)
and man (nature) were distinct; 2) Baruch Spinoza reformation of paganism in the idea of
pantheism which taught God was in everything and was substance consisting of infinite
attributes; and 3) Deism which was the pinnacle and most applicable paradigm of belief which is
in essence the doctrine of the religion of the Age of Reason because it rejected Christianity,
which was then defined basically as Roman Catholicism which was as an incomprehensible,
mystical body of revelation and embraced the belief that natural religion was based on simple
logic and clear cut reason. The English ideology of developing an institute of learning to
transform the heathen is somewhat still relevant but the definition of the heathen has changes
socially and the transformation is not a dogmatic practice but an inclusionary measure with the
concept of the promoting equality and sustainability of culture (Zubatsky, 1979).
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Education has always been an intimate and intricate pillar in the sustainability and
development of society. There are always varying sides of reasoning when it comes to the
content and standards of education. During the 17th Century, there was a renaissance and
revolution of change about to take place. Humanism was at the forefront of change and religion
(Protestantism) was effectively warring against the pagan influences. The pull and tug of the
system was focused on rote and memorization. To some extent, one could say that there was
little love and logic but more of drilling the lessons to be taught into the minds of the students.
Education was still mostly for the well-to-do and the lower class were not in the market to
receive the formal learning benefit; this represented an inequality in education and thus viable
resources needed for success, achievement and advancement.
There was a specific purpose and focus but the focus was on a specific class and to
promote elitism. Now we have the elitism which is available to all. The evolution of society and
the American Revolution which separated the colonies from England allowed the evolution of
the college focus and curriculum. The colonial colleges' legacy then was producing a generation
of American leaders and thinkers whose combination of decisiveness and thoughtfulness literally
turned the world upside down (Thelin, Edwards, & Moyen, 2014; Goodchild, Wechsler, &
Eisenmann, 2007).
This led to the second period of the evolution of change which ranged from 1730-1780.
Thomas Paines Common Sense influenced by Immanuel Kant, John Locke, and Sir Isaac
Newton was the motivation and directive doctrine of reasoning for Thomas Jefferson. It was
Jeffersons quest for knowledge fueled by these influences which led to Declaration of
Independence and thus the American Revolution. It was during this period of colonialism that
the education system basically mirrored what was held in the European world of thought. This
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capricious period of religious ad anti-religious influence gave way to the explosion of superiority
in intellect by the development of secret societies like the Freemasons, Bavarian Illuminati and
the Rosicrucians just to name a few. The currency of information and dissemination of power
was no longer in the Church per se but in coffeehouses, newspapers and literary salons emerged
as new venues for ideas to circulate (History, 2015; American, 2015; Avalos, A. 2007).
Religion and education were synonymous and to fit with the challenges, we find in the
1640s, Massachusetts was changing. Founded by Puritans, a religious group who fled England to
avoid persecution, Massachusetts in the mid-17th century was growing in population. A boom of
non-Puritans made some of those in power worried. Where the colonies were usually segmented
by religion, we find an emergence, and amalgamation of religions and thus a cluster of culture
combining. What would solidify this culture but the understanding of what is common and
necessary for all: education which included the basic skills of reading, writing, and arithmetic.
One of the issues that faced the Puritans was their deep belief in literacy. To Puritans, it was very
important that people knew how to read the Bible and the laws of the land. Being able to read
and understand these things meant that they would be good people, the Puritans believed.
Like most people in colonial America, the Puritans educated their children at home.
Those who could afford tutors got them, but most Puritans taught their children themselves. But
the non-Puritans didn't necessarily share the belief that it was important to teach children to read
and write, and many didn't teach their children. So, in an effort to create good citizens who could
understand and obey the laws of the colony, and to create good people through the reading of the
Bible, the Puritan leaders of Massachusetts colony passed the Law of 1642, which required
parents (or masters of apprentices) to provide the children under their care with a basic
education, including literacy and numeracy. If children were not educated, the government could
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remove them and place them in a home where they could get a good education. The law of 1642
was groundbreaking. It was the first American law that required children to be educated. For a
child to be successful in higher education, they would fare better if they were given the best
skills earlier in life.
An unknown author penned, There is one thing in life that is constant; and that thing is
change. In researching the evolution of the institution of higher education from infancy as a tool
of ministry and as a benefit to specific sects, creeds, and faiths based on gender, moral, and
political foundations; we learn that there are now more opportunities for education. The
traditional brick-and-mortar is now interfaced with advanced technology. The improvements in
technology have almost forced the evolution of process and access. This virtual world is now
amalgamated into our reality; thus we have a duality of construct and multifaceted avenues of
access and exponential potential in varying levels of degrees, certifications, and specialty
programs. Education is the blood of the economy and business relies heavily on the education
system to meet the needs of the future.
Multiculturalism, diversity, and the need for more qualified leaders and administrators to
meet the needs of the environmental and social changes to come: according to the White House
(2015) in a press released entitled Higher Education Knowledge and Skills for Jobs in the
Future, we find that earning a post-secondary degree and credentials will be a prerequisite for
growing jobs in the new economy and that of the 30 fastest growing occupations, more than half
will require postsecondary education. Therefore, higher education entities must be abreast on the
dynamic challenges that we see coming. Having the applicable curriculum and process of
administration relative to open opportunity to meet and compete with the demands on engaging
industries, businesses, and community while fueling the economy in such a dynamically complex
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legal environment, which due to the influx and increase of the information age, presents
terrifying challenges with each new revolution of discovery, research and change (Kezar &
Eckel, 2004).
The second focus of governance challenge is the need for more qualified leaders and
administrators. This need encompasses the improvement of skills relative to the rigors of the
changes to come. There must be an ability to mature and adapt with the changes of the business,
community, and industrial world. Administrators have to be liaisons with effective leadership
and management skills and qualities. There is a need for effective communications and critical
thinking and planning for the future by identifying with the needs of all stakeholders while
providing the necessary tools for success (Waugh, n.d.). The further complexity is connected to
the programme paradigm which is connected directly to the need for the professional to be more
knowledgeable of the needs of industry and business and the inclusion of the necessary
curriculum and programs to compete in the higher education market.
Now multiculturalism and diversity holds a powerful influence on globalization in a oneworld order. As we look at the amalgamation of the world and the removal of borders with
virtual technology, we find that education is still the platform for social change. According to
Gloria M. Ameny-Dixon (2013):
Multicultural education is an approach to teaching and learning that is based on
democratic values that affirm cultural pluralism within culturally diverse societies in an
interdependent world. There are currently two viewpoints or perspectives of multicultural
education in the United States, namely the assimilation or melting-pot perspective and
the pluralism or global perspective. The assimilation perspective of multicultural
education is that micro cultures must give up their original culture and identities in order
21
to blend in or become absorbed into the predominant Anglo-Western European culture.

The global perspective is that micro cultures can retain many of their traditions such as
language, religion, and social customs while adopting many of the aspects of the
predominant Anglo-Western culture.
This evolution of change originated in our society as the settlers came to this country for
religious freedom. This religious freedom included education and though there were challenges
in respective denominations, we can learn that we all have the right to learn and assimilate. Our
cultures are all worthy of learning and appreciating. Intelligence is now defined as a continuum
of three identifying milestones: fluid intelligence, crystalized intelligence and sentinel
intelligence. Fluid intelligence is defined as the logical ability to solve new problems in new
situations with the ability to identify patterns. This type of intelligence merges with crystalized
intelligence which is likened to the metamorphic or chemical change of water into ice; it is the
ability to use learned knowledge and experience (Cattell, 1971). Lastly, sentinel intelligence is
considered the ability of one to defend his or her rationale relative to ones own philosophy and
belief as it is connected to both fluid and crystalized intelligences and is the newest philosophy
of intelligence based on metaphysical philosophy (Feelguide, 2015; Hunt & McMahon, 1985).
As a species, humanity is effectively and efficiently evolving into higher thought and therefore is
acquiring the knowledge relative to intelligence. The unification of the five branches of
philosophy culminates the ideology of belief. It is this complexity of human intellect that fosters
the growth of higher education (Labaree, 2007).
Higher education is the most interdisciplinary model of reform that is happening today
and therefore, multiculturalism as a relative component of inclusion and evolution is alive and
well and will continue to thrive: Its fruition is influenced by humanism and the progressive
22
desire to answer the deepest inquiries concerning the origins and purpose of mankind. Thought,
reason and illumination are the power of today. Education is knowledge and knowledge is
power. The wisdom of understanding has become the wealth of an intellectual society. Education
and developmental theories are many and are relative to the identification of individuality. The
institutions and the complexity of governance hinges on the conduits of knowledge and portals
through which it (knowledge) is obtained. The quest for knowledge has empowered mankind to
develop various means, media, and opportunities for the ongoing development of intelligence.
The conceptualization of higher education has its place in the official institution of the
university and the matriculation through the order of intellectual prowess; namely degree (i.e.
associates, bachelors, masters, and doctorate). According to ICEF (2013), the evolution of
technology and the introduction of virtual and Massive Open Online Courses (MOOC) and the
transformative acquisition and utilization of intelligence based on metaphysics and the ongoing
evolution of human will eventually transform the business model of education. It is projected
that half of the roughly 4,500 colleges and universities now operating in the US will have
ceased to exist and due to MOOC technology, Harvard will enroll more than 10 million students
(EDUCAUSE, 2010; ICEF, 2013). It is the technology via the medium of the internet which
connects minds and philosophies which are able to communicate across time and borders which
affords individuals the benefit and opportunity to build reservoirs of sustainable knowledge and
acquire information which will correctly motivate and escalate intelligence and wisdom based on
the amalgamation of individual research and collaboration.
History details many facets of the evolution of intelligence as it relates and is connected
to higher education. Knowledge is equated as a living system which lives and thrives through
the biological package of living creatures. This living system has its hierarchy and the end goal is
23
the ongoing pursuit of knowledge; therefore, the ongoing development of intelligence (Graham,
Dickinson, Godden, Kelly & Randall, 1965). The evolution of mankind as a species can be
likened to the systematic progression of the higher education system in America. There was an
Order of elite individuals and systems which collectively and systematically created paradigm
shifts of social and political control in efforts to mold society into an institution indicative of
their purposes. Just as Harvard began the paradigm and the American system of higher education
has endured its challenges and rigors in evolution it is fated to continue to be the paradigm. The
acquisition of knowledge is now diversified: curriculum, knowledge, content delivery and
student body (Kaufman, 2015).
It is this evolution of thought relative to life experience which signifies the conceptual
framework of the metaphysical construct of intelligence. Technology and intelligence have
evolved cultural integration and collaboration: Higher education is now all-inclusive. The craft
of intelligence is no longer molded by one medium of influence. It is a complex mechanism of
doctrine which has elevated science and technology to the realm of deity and intelligence and
philosophy as many branches of doctrine. The new church is the institution of higher learning.
Through the evolution of time and variations of influence, higher education is the craft of
superior intellect as it relates to the evolutionary development of thought, belief and philosophy.
Understanding the origins of philosophy and the influences of religion and society is necessary
for one to fully grasp the complexity of what and how intelligence is defined and applied; it is in
this model that higher education and the craft of intelligence will continually evolve.
This evolution promotes the ideology that individuals are members of society who are
included in states and have the right to the truth via exposure to a wide variety of ideals, subject
matters, and achievements with open minds not tainted with the deception of "solipsism" which
24
means a self-created reality that has little or no connection with truth. This simply means that
self is the only object of real knowledge or the only thing that is real. We do not live isolated
lives and as technology affords us the opportunity to connect with other individuals; as our
beliefs and philosophies are tested; when we recognize that we all have the right to think; then
we will truly embrace the truth that intelligence is as collective as it is individual via
communicative and transformative learning and individuals should be cognizant of the truths
relative to factual information. Albert Einstien said, Education is not the learning of facts, but
the training of the mind to think. This is the quintessential essence of education: learning from
life itself.
25
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