Edward Carpenter: 'Great success in examinations does naturally not as a rule go with originality of thought.'

Great success in examinations does naturally not as a rule go with originality of thought.

In his words, Edward Carpenter challenges the conventional view that achieving great success in examinations necessarily equates to possessing originality of thought. Summarizing the quote, Carpenter suggests that the two concepts do not often coincide. This notion carries substantial importance as it questions the predominant evaluation of intelligence and success in educational systems worldwide. However, it is here where we can introduce an unexpected philosophical concept – the Rousseauian idea of the "noble savage."This concept, introduced by Jean-Jacques Rousseau, emphasizes the purity and innate wisdom found in individuals who are uncorrupted by society's institutions and customs. While this idea may seem unrelated to Carpenter's quote, a comparison and contrast between the two reveal surprising connections.Education systems are structured to produce standardized results, judging students' comprehension and knowledge based on their ability to reproduce information. This approach tends to discourage originality of thought, favoring instead the regurgitation of prescribed answers. In this context, great success in examinations is achieved by those who best conform to these predetermined expectations, those who excel in memorization and replication.However, this conformity bred by standardized education is precisely what Rousseau sought to challenge. According to his theory of the noble savage, society and its institutions have a corrupting influence on the inherently virtuous nature of human beings. Consequently, the ability to think originally, to question established norms and explore new ideas, is stifled by the very education system that prioritizes exam success.To further understand this relationship, consider the implications of awarding great success in examinations to those who lack originality of thought. It perpetuates a cycle of conformity and discourages the development of critical thinking skills. Students who consistently excel in exams may become complacent in their intellectual pursuits, relying on rote knowledge rather than engaging with the world creatively.On the other hand, individuals with originality of thought frequently find themselves at odds with traditional education systems. Their unconventional ideas and approaches often clash with the established curriculum, potentially hindering their performance in examinations designed to assess conformity rather than originality. Consequently, these individuals may be seen as outliers—brimming with creative ideas but struggling to achieve success within the confines of standardized education.The contrast between these two concepts raises thought-provoking questions about our education systems. Should success in examinations be the ultimate measure of intelligence and capability? Or should we place more value on originality of thought and the ability to critically analyze and challenge established ideas?Carpenter's quote serves as a reminder that great success in examinations may not always be indicative of true intellectual prowess. It encourages us to acknowledge and appreciate the value of originality of thought, which often defies the boundaries of standardized education. By fostering an environment that nurtures and celebrates creativity, we can bridge the gap between exam success and originality, cultivating individuals who are able to excel in both realms.In conclusion, the quote by Edward Carpenter highlights the inherent disconnect between great success in examinations and originality of thought. However, by introducing the philosophical concept of the noble savage, we uncover surprising parallels between Carpenter's observations and Rousseau's theories. Both challenge the traditional education system's emphasis on conformity and advocate for the recognition and appreciation of individuals who think creatively and independently. By reevaluating our understanding of intelligence and success, we can create an education system that values originality of thought, paving the way for a society rich in diverse perspectives and innovative ideas.