The Intellect

            It is the hope of the author that these recollections and considerations would develop for a reader an idea of what qualities a man should properly possess, so that he may develop for himself the need for like qualities.  There are numerous qualities in which to explore, and doing so systematically will hopefully solidify the belief that a man should work to improve his personal possession of the studied qualities.  Although a list of qualities most preferable cannot be easily made in order of importance, certain qualities can be emphasized more heavily than others.  This is not to admit more importance is placed on the heavily emphasized, this is actually an admission that such over emphasis displays the quality as more broad and therefore requires increased emphasis.  The quality to be considered at present is intellectualism.

            Take a brief moment to deliberate on the two distinctly separate entities that compose man - body and mind.  Assume character and spiritual aspects as dwelling within the mind for this particular example for the sake of simplicity.  The mind is the governing entity that governs all aspects of life for that individual, most especially the body that seats that mind.  And like a just government, checks and balances need to be put into place to that entity that governs to ensure proper order.  Herein lies the increased emphasis on the improvement of mental faculties.  For the mind is the catalyst to all other possible improvements.

Intellectualism

            Intellectualism is quite simply the on-going process of attaining wisdom and knowledge, the act of being well informed on the true status of man’s position in the universe and hence be a practicing intellect.  Of all qualities to consider an ideal man possessing, intellectualism is uncommonly broad as compared to other traits.  This broadness is in consequence to the seemingly never-ending nature of study that is required of this quality.

            What is found is the mind is incredibly pliable in its nature throughout the lifespan; therefore it must be continually refreshed with learned material to remain in its most efficient state.  The only effective method to do this is to introduce new material to foster both awareness and thought.  This new material would ideally be of scholarly value to be of most practical value, and should be challenging.  As demonstrated by physical exercise, mental exercise also requires one to increase performance standards in order to perceive continued improvement.

            The most practical medium in which to digest previously uncovered material is reading, particularly book reading.  The written word provides for man a way in which information may be recorded so it is never lost and physically created so it is never forgotten.  What reading does that other mediums such as television and radio does not is the cultivation of brain activity that is needed to interpret the written form into an understood idea.  Television and radio may indeed be engaging enough in their own rights, yet they rely on one to be observant, rather than directly engaged.  This is why reading should be the primary practice.

In regards to the selection of the proper material in which is best to engage in study, effectively choosing to study topics deemed interesting by the individual would be preferable, at least at the onset.  The study of material considered as being dull is not particularly useful to men who are beginning intellectual study.  What is needed is a habit for learning that can only be initiated through the study of interests.  One will notice an increased tendency to move to material not previously considered interesting once a habit for learning has been conceived.  When this occurs, a preference should be placed on selecting material absent from formal educational studies.  This would bridge gaps in ones education, gaps created by institutions offering incomplete curriculums.

Formal Education

For students in much of the world, formal education exists in some form.  It is offered to children and its curriculum is heavily influential to the growth of individuals.  This influence makes considering these institutions significant.  One thing man must realize is that these institutions of education and the curriculum’s studied within them are created by man.  Man is inherently flawed because his understanding is limited by his imperfect senses.  Therefore it is logical to assume that institutions of formal education have been flawed since inception as well.  Crudely considered as fruit from the poisonous tree.  Understanding this is crucial to intellectualism because a man aspiring to be a proper intellectual will understand that a formal education can never be accepted as sufficient to being intellectual.  Merely being awarded a diploma or degree is not directly indicative of knowledge or lack of knowledge; it is generally symbolic of curriculum and program completion.

The current emphasis in formal education observed at the college level is on the attainments of specific fields of study, termed “majors.”  While this works well in a professional stance, it tends to leave one intellectually barren in other areas.  General educational courses in current programs are insufficient in covering what needs to be covered for a man’s intellect to properly mature.  In times now passed, academic pursuits once enveloped a broader spectrum of study, non-specific in its form.  The emphasis was placed on classical study, matters of thought, and definitions of reality.  This provided students a firmer stance in which to launch more specific study.  Men today must take it upon themselves to bridge this gap.

Concluding Thoughts

For men committed to the undertaking of becoming more ideal a man, much emphasis need be heavily placed on intellectual pursuits.  A proper intellect is well informed on as many topics as can be reasonably possible, but never mastering one in particular.  A true practicing intellect cannot rightly claim mastery to any particular field of study, because such an intellect would recognize his never-ceasing role as student.  Claiming mastery can be argued as similar to hindering the study of the field claimed mastered, because a master could not learn more so he need not study more.  An intellectual of proper form could never justify concluding studies in any field as such conclusion hinders further understanding.

Comprehension of the inadequacies of present formal educational institutions invokes feelings of urgency for men of today to revise the individual manner in which to attain increased mental faculty.  An ideal man must rely not on instructors, teachers, or professors, none but only himself.  This is the mark of a true man, one who takes it upon himself to not only improve intellectually, but to undertake the task on his own.  Acting thus, a man may not only uncover increased understanding for himself but also increased understanding for humanity, which he will forever serve.