Chapter Four looks at the question of human intelligence. It explores whether there is one form of intelligence or many, and explores the im- pact of dominant cultures being allowed to define intelligence in their own image. It explores different varieties of intelligence, including mili- tary and state intelligence, ‘collective intelligence’, and emotional, spir- itual, inquiring and natural intelligences. It concludes that the third education revolution era did a poor job in defining what we mean by, and what we need to mean by, ‘intelligence’.

We now turn to probing the nature and meaning of intelligence, and to asking ifit is a uniquely human attribute, when machines "impart information to the growing mind at a speed hitherto unimaginable." We will explore how intelligence has been assessed in the third education era and why ist vision of intelligence was so narrow. We look at whether intelligence is an absolute or a relative quality, and whether it exists in one form äs defined by a dominant culture, or in diverse forms. Unsurprisingly, we find that, the more we explore intelligence, the more 'slippery' the concept becomes.