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school days could have taken delight in drawing his teacher or other classmates thereby retaining the thrust of the lesson. Unfortunately, other classmates may just think the intellectual artist is being rascally. However, our lecturer’s story showed that he used his picture-smart intelligence to advantage and not for mischief. In sum, intelligence is our cognitive access door to the inner chamber of knowledge. We do not know without it— moronic idiots are good proofs. However intelligence does not automatically guarantee knowledge because one may not be exposed to the experience necessary for knowledge. It is therefore possible to make learning and the development of our intelligence a lifelong experience since there is always something new and useful to learn. Mr. Vice-Chancellor, our discussion of knowledge and intelligence so far has curricular implications for our educational system. For us who are practitioners in the tertiary education sector, we may need to rethink our curricula to be more learner-centred. This means that we should consider integrating the following into our curricula in our different areas of study in higher education: • • •

the interest and abilities of our students, the nature of our disciplines, and the relationship of our disciplines with others in terms of compatibility and especially complementarity.

These factors if combined, would help us to help our learners to learn best—according to their own natural intellectual ability. This would also serve as a favourable provoker of creativity both in learning and knowledge creation. For example, could a language student offer courses in geology, or a science student offer courses in music? Could an economics student offer courses in health education? Or could an engineering student offer courses in literature? Perhaps these disciplines, from our theories of


Professor Oluremi Aina Bamisaiye University Lecture  
Professor Oluremi Aina Bamisaiye University Lecture  

University LEcture