Ángel Olaz Capitán, a Sociology professor at the University of Murcia (UMU), investigates how individuals can best fit into their jobs.
Spain exhibits a division between two seemingly irreconcilable positions: one is either in the humanities or in the sciences. This dichotomous view, intensified after the 19th-century industrial revolution due to capitalist needs for specialized knowledge, appears increasingly incongruent.
Olaz asserts, "I believe it makes little sense to speak in such extreme terms when what is truly important is to focus on the talents of individuals." He questions the value of the current bifurcation model, asking, "What good does it do to deprive ourselves of aspects that can always contribute to improving knowledge, skills, and abilities?" He emphasizes the importance of this consideration during the formative years before entering the labor market.
He acknowledges that everyone has a "certain disposition or tendency to perform better or worse in a specific activity," which may partly stem from an established duality in society between those in the sciences and those in the humanities.
Olaz highlights the serious implications of this educational model, noting that it significantly influences individuals to choose a particular field of study from adolescence, potentially leading to an undesired future career.
As an alternative, he proposes focusing on human capabilities and exploring how individuals can grow personally and educationally, especially in areas that may pose challenges. His research has shifted towards examining how certain types of multiple intelligences require specific professional competencies.
The concept of multiple intelligences, introduced by Harvard researcher Howard Gardner in the mid-1980s, understands intelligence as a changing process influenced by individual experiences throughout life. Gardner's model initially identifies eight major types of intelligence: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic.
Olaz notes, "This understanding of individuals and society breaks from the traditional framework where one had to belong to one camp or the other, often leading to a lack of understanding and an unhealthy competition between groups."
The differentiation has reached a point where some have sought biological origins and supposed anatomical differences in the brain to explain the divide between the sciences and humanities. However, Olaz cautions that while intelligence can be shaped by environmental pressures, it is risky to claim that brain structure determines a person’s preferences or aptitudes.
He emphasizes that the mechanisms of intelligence inheritance have been studied for decades, yet it remains unclear to what extent intelligence is inherited or constructed. He suggests it is likely a blend of both factors and warns that the intelligence quotient (IQ) is merely a score derived from standardized tests.
Following Gardner's theories, Olaz states, "Each of us can recognize how we can treasure and exploit this arsenal of competencies." Studying how individuals can best fit into their jobs requires time to achieve conclusive results, making it an exciting and stimulating endeavor.
Olaz firmly believes that the current strict division between sciences and humanities limits us. He reflects on the normalization of the question regarding one's affiliation to either field, lamenting that when stereotypes take root, people may come to believe that science individuals are more meticulous while those in the humanities are more spontaneous. He asserts that it is overly simplistic to categorize humanity into these two profiles, as everyone possesses traits from both sides, and stresses the importance of recognizing multiple intelligences.
In rethinking the current educational framework, Olaz points to another influential element: the increasing dependence on technologies like mobile phones and developments such as artificial intelligence. He explains, "The emergence of new technologies in our daily lives generates patterns of dependency, and I would argue even submission, in many activities we engage in," citing the example of individuals experiencing FOMO (fear of missing out) regarding social media updates. He concludes that such situations should not conflict with what our minds and intelligences can help us think, say, and do.