#14: Genius: Deconstructing the Idea of Intelligence
Instructed by Dr. Emerald Stacy at Washington College
PREVIOUS: #15: How To Not Be a Leader
What do Charles Darwin, Nikola Tesla, and Leonardo Da Vinci have in common? They’re all considered geniuses — and they’re all white men.
In her first year seminar Genius: Deconstructing the Idea of Intelligence, Washington College math professor Dr. Emerald Stacy lectures on how societal power dynamics impact our understanding of genius while encouraging her students to dismantle the structures which have historically, and contemporarily, kept members of marginalized populations from their rightful place amongst the greats.
Genius: Deconstructing the Idea of Intelligence
School: Washington College
Course: Genius: Deconstructing the Idea of Intelligence
Instructor: Dr. Emerald Stacy
Course Description:
Each year, millions of teenagers take standardized tests, aiming for a score high enough for college admission. Colleges look at these scores, and hope that high scores are predictive of a student’s success in college, but what arewe really testing? In this course, we will deconstruct the idea of intelligence, and investigate how what “counts” as knowledge, and therefore learning, depends on the cultural context. In particular, we will critique the concept of “Genius” and explore how it is constructed through race, class, and gender. Throughout the term, we will develop problem solving strategies through games and puzzles, and students will engage in personal reflection on their own journey as a learner, viewed through the lens of learning theories.
Ask the Instructor: Dr. Emerald Stacy
Was Genius: Deconstructing the Idea of Intelligence offered within the department in which you usually teach?
It was a First Year Seminar, so it was in the FYS department (even though I’m a math professor). We run about 20–25 different sections of FYS each fall, and each professor puts together their own course. The common goals are for students to do some library research, revise an assignment, and give some form of presentation.
In Deconstructing Genius, we looked at social structures (race, class, gender, sexuality, etc) that influence who is considered to have knowledge, what knowledge is valued, and who gets to be considered a genius.
How did you operate the course?
We basically followed where conversations led us. We talked about Critical Race Theory, Stereotype Threat, and watched Nanette (by Hannah Gadsby).
Each Monday we did ‘new content’. This mostly meant I presented for ten minutes and then we discussed. Sometimes there were TED talks, or other videos we would watch.
On Wednesdays, we did some sort of problem solving practice. Sometimes it was folding paper into shapes, other times we broke into teams and built structures out of legos, then wrote directions to recreate the structure and another team would try to rebuild it.
Fridays were discussion day. We would often have a reading to discuss, but often we would end up responding to various issues that were arising on campus (racism, sexual assault).
What did you want your students to take away from participating in Genius?
I wanted them to realize that the external markers of success (grades, awards, test scores) don’t begin to capture what makes a human being awesome. Never will it show up how kind someone is, what kind of friend they are, etc.
Since we were dismantling the structure they have been accustomed to, I wanted to replace it with something else, so we worked on problem solving. Students wrote reflections of the power dynamics in their groups, if they took too much power and should have shared more, or wish they had spoken up more. Without using the words growth mindset, I wanted them to realize that they are capable of doing things they don’t identify as “good” at.
How did your students respond to the course? What was their feedback at the end of the term?
The feedback was great. A lot of students wrote on their evals that they loved it, and the numerical scores were very high. And actually — every semester until they graduate, [the students] have asked me to host another discussion. We made an email list so I can easily announce it to them, and from time to time we will gather again. I’m really looking forward to seeing them all again.
NEXT: #13: The Art of Scent
We’re highlighting seventeen of the most innovative university courses offered this academic year. For the full list of courses, click here.
