is one extreme point of view.
Another point of view is described by the term “Tabula Rasa” – “Clean slate”.
This theory suggests that at birth, all people are equal in their capacities, potential opportunities. Their brains are equally pure, empty, and ready for absorption, assimilation of information, all kinds of knowledge and skills. Under the influence of study, training capacities grow, develop and intensify. This all happens during the course of life, only later. All people are born with a pure unclouded brain, as the basis for the subsequent development of all capacities. Brain is like a clean board on which you can write down any information, create any capacity.
This scientific theory is called “tabula rasa” (clean board, lat.).
These are extreme points. You can designate them as "+" and "-”. Or as “0” and “1”.
All other theories are some compilations of these two basic ones. Theories that gravitate toward the first extreme “point” are usually called “biologizing”. And the theories that gravitate toward the second extreme “point” are “sociologizing” theories of inheritance of capacities.
It is clear that the overwhelming majority of normal healthy people should have a predisposition of their brains to all types of learning initially (genetically, from birth).
And the fact that education can work miracles is not so obvious.
5. “Capable” – “Incapable.”
The very terms “capable” and “incapable” are originated from pedagogical weakness and laziness.
If a school mathematics teacher says to a sixth grader: “You are not capable of mathematics,” then this “takes off” many problems.
Judge for yourself. After such an authoritative diagnosis, from the closest mathematics teacher to the boy, both the mathematics teacher and the boy can sleep peacefully. And this current, and all subsequent mathematics teachers who will train the boy in the future. That is, no matter how much the boy is engaged in mathematics, even if he turns inside out with the best tutors individually, he will never know neither school mathematics nor higher mathematics. The boy (practically, forever) “was given an order for good”:
“You’re incapable of maths! You’re stupid to maths! Do not go to mathematics! Do not do maths ever! Do not waste time for maths! Do not waste your time, or your school (institutional) teachers to teach you maths! Relax!”
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