#We_ will_ address_ each_ type_ of_ illiteracy_ separately_ in_ this category_ given_ the_ importance_ of_ the_ subject

"An intellectual who does not translate their ideas into action does not deserve the title of intellectual."

— Abdel-Wahab El-Messiri, Egyptian thinker and sociologist

In the previous article, we discussed illiteracy in general and agreed to address each of its various forms individually—viewing this as a mechanism for

maintaining a stable society. But what is the connection between our status as intellectuals and a stable society? What does it mean to be an intellectual? Is there anyone in society who ranks higher than the intellectual? What is the intellectual’s primary role in society? Is it merely to sit in a distant ivory tower and pontificate to the masses? These questions—and perhaps others—may have crossed your mind, Dear enlightened reader, as you reflected on the article's title. We shall now begin to answer these questions through a narrative approach, covering both broad themes and specific sub-points, rather than providing a rigid, isolated answer to each question. Let us begin...

The Defining Cultural Illiteracy

The cultural illiteracy refers to a lack of understanding regarding—and an inability to interact with—the cultural norms, symbols, and practices of a specific society or group. Unlike general literacy, which centers on reading and writing, cultural literacy involves familiarity with the stories, idioms, historical events, arts, and social behaviors that enable individuals to communicate fluently within a particular culture. A person suffering from cultural illiteracy may struggle to interpret social cues, understand historical references, or appreciate cultural expressions, leading to misunderstandings and communication breakdowns.

An Example: The Hashtag - homosexuality

We all know that the hashtag’s primary function is to boost digital presence across social media platforms. However, did you know it has a close connection to religion—specifically Christianity—dating back to its very first use? Here are some of the hashtag's functions:

Connecting with Communities

Users can find and interact with others who share similar beliefs or interests regarding religious topics.

Sharing Religious Content

Hashtags help organize posts related to Bible verses, prayers, teachings, or spiritual reflections, making them easier to locate.

Fostering a Sense of Belonging

These platforms contribute to creating a sense of community and identity for individuals who practice or explore the rituals of a particular faith.

What is the point of this example

which is unfamiliar to many people? What I mean is this: in the pursuit of progress and modern trends, you might—with good intentions—follow a rising trend, while its originators or promoters have an agenda completely different from what you imagine. A prime example of this involves the vibrant colors found on the flags associated with homosexuality (or what Islam terms *al-shawadh*); if children were to wear items featuring these colors without realizing or understanding their significance, it would be considered highly objectionable in many religions—even those of human origin.

Who is an intellectual?

An intellectual is someone deeply engaged in critical thinking, reflection, and the pursuit of knowledge—often combining intellectual aptitude and curiosity with a commitment to understanding complex ideas.

Alternatively,

An intellectual is someone who actively uses their mind to analyze, understand, and reflect upon the world—particularly in areas such as society, culture, and abstract concepts. This process involves critical thinking, research, and the careful study of problems and solutions, often with a focus on ethical or normative issues. Intellectuals are defined not merely by formal education, but by the extent of their engagement with ideas and their ability to reason and synthesize information.

Does there anyone intellectually superior to the "intellectual"? And what is the title for such a person?

Yes: the polymath

A polymath is someone who possesses deep knowledge or extensive expertise across multiple fields of study. The term derives from the Greek *polymathēs*, meaning "one who has learned much." Unlike a specialist—who focuses intensely on a single subject—a polymath seeks to achieve mastery in diverse areas; this goes beyond merely pursuing casual hobbies, entailing instead a commitment to serious study and the application of creative energy to various fields of knowledge.

Now... what does society gain from me as an intellectual or a person with an encyclopedic mindset? And what are the qualities of such people, so that I might try to adopt them? For as the saying goes, "Whoever resembles a people is well on their way to becoming one of them."

In reality,

the society you inhabit—whether it is your homeland or a place where you reside due to immigration, political asylum, education, work, or even tourism—will not truly benefit from your presence unless you decide to contribute to it as an act of good citizenship. As an intellectual or a polymath, you are well aware of the roles involved in this contribution and constantly strive to fulfill them and reap their intended rewards. These roles include:

1- Recognizing your role as an intellectual or polymath in community partnership

You understand that every individual within a society—regardless of whether they derive significant or modest material gain from it, or benefit from services like free education or healthcare—bears a responsibility toward "community partnership" (a topic we will address in a separate article later).

2- Embracing the concept of *Ihsan* (excellence and benevolence) within society

Before stating the maxim, it is worth noting that the Arabic word *Ihsan* carries two meanings: proficiency/perfection and the performance of good deeds; the former represents the highest form of the concept. The maxim goes: "If you only work with proficiency when receiving a wage, yet fail to apply that same excellence to charitable endeavors, then upon whose shoulders shall societies be built?"

3- Offering constructive criticism

There are those who dissent merely to gain notoriety, and there are those who dissent to offer genuine critique rather than simply conforming to the crowd to be liked, accepted, or socially approved. True criticism is driven by a higher purpose—such as the public good—rather than animosity toward an authority figure. It involves critiquing negatives to pave the way for positives, and critiquing existing positives to achieve even better, more complete ones. This is not a flaw, nor is it an act of "dissenting for the sake of attention." Rather, it reflects your status as an intellectual who possesses unique insights and seeks broad reform, prioritizing the collective good over individual or factional interests.

We now begin by outlining some of the qualities and characteristics of an educated person, followed by a glimpse into the nature of the polymath. We do this for two reasons

First, to hold ourselves up against this standard—so that if we do not embody this persona today, we might do so tomorrow.

Second, because he who strives for something eventually attains it; as the saying goes, "Whoever imitates a people is well on the way to becoming one of them."

First: The Characteristics of an Intellectual Person

1. Thinks clearly and independently

2. Makes sound judgments.

3. Knows how to learn—including through self-directed learning.

4. Knows how to acquire skills using available resources; does not attempt the impossible but makes the best use of what is at hand.

5. Is proactive; does not wait for others to initiate productivity or creativity.

6. Conveys ideas with precision, clarity, and conciseness when writing.

7. Is a good speaker; communicates clearly and is easily understood.

8. Possesses critical and analytical thinking skills regarding the world around them.

9. Questions assumptions and available options; refuses to settle for a reality they find unsatisfactory.

11. Rejects stereotypes and hearsay; seeks the truth firsthand, regardless of the credibility of circulating rumors.

12. Knows how to distinguish between relevant and irrelevant information (between the significant and the trivial).

13. Organizes knowledge into a practical plan rather than leaving things to chance.

14. Maintains good relationships with others; has the ability to build, sustain, and improve lasting connections.

15. Practices mutual respect in relationships; is respected and trusted by others.

16. Is cooperative; does not consider themselves above collaboration.

17. Knows how to resolve interpersonal conflicts (possesses a problem-solving mindset)

18. Can persuade others of their point of view.

19. Is capable of making decisions ranging from the simple to the consequential.

20. Can draw connections between different disciplines, ideas, and cultures.

21 - An educated person is one who has received a comprehensive education: creative, cultural, spiritual, moral, physical, technical, and intellectual.

22 - They possess a broad overview of the following subjects: natural sciences, social sciences, history, geography, literature, philosophy, and theology.

23 - The educated person has conquered themselves; they know how to endure short-term discomfort to achieve significant long-term goals.

24 - The educated person is distinguished by the capacity for endurance and perseveranc

25 - The educated person is self-aware; they know how to recognize and manage their internal states and emotions.

26 - The educated person knows where to focus their attention.

27 - The educated person is characterized by integrity.

28 - The educated person possesses the ability and discipline to do what is right, regardless of potential criticism or judgment.

29 - The educated person shows respect for everyone, regardless of gender, race, religion, country of origin, etc.

30 - The educated person understands their obligation to leave the world better than they found it. 27- The learner possesses integrity.

28- The learner has the ability and self-discipline to do what is right, as they do not wish to bear responsibility for errors they might

29- The learner treats everyone with equal respect, regardless of gender, race, religion, country of origin, and so fort

30- The learner recognizes their responsibility to leave the world slightly better than they found it.

31 - An educated person is capable of doing new things; they have the ability to generate ideas and turn them into real

32 - An educated person is one who has awakened their natural curiosity and seeks to satisfy it.

33 - An educated person possesses the ability to identify necessary behaviors and traits and transform them into habits.

34 - An educated person has the ability to identify harmful behaviors and traits—including thought patterns that do not serve them well—and the ability to modify them.

35 - An educated person has the ability to maintain balance in their life.

36 - An educated person possesses the flexibility to admit when they are wrong.

37 - An educated person can speak at least one language other than their own.

38 - An educated person possesses financial literacy; they have the knowledge needed to make sound financial decisions.

39 - An educated person is adaptable and knows how to handle change.

40 - An educated person has the ability to explore alternative perspectives.

41 - An educated person has an aesthetic appreciation; they can sing and dance well, play at least one musical instrument, and appreciate architecture, great art, and other expressions of creative genius.

42 - An educated person has developed a personal philosophy that enables them to be happy and successful.

43 - An educated person possesses the ability and discipline for continuous self-improvement.

An educated person has the ability to pursue lifelong learning.

Secondly: Characteristics of a Polymath

**Organized Curiosity**

Polymaths possess boundless curiosity. They view learning as an adventure and pursue their interests with passion.

**Effective Time Management**

Time management is crucial for them; polymaths often use techniques like time-blocking to allocate periods for various activities, ensuring a balanced approach to their diverse interests.

**Cultivating a Growth Mindset**

A growth mindset is the belief that abilities can be developed. Polymaths embrace challenges and view failures as opportunities for growth rather than setbacks.

**Connecting the Dots**

One of a polymath's greatest strengths is the ability to draw connections between disparate fields. This involves lateral thinking and recognizing how knowledge from one area can be applied to another.

**Structured Yet Flexible Routines**

They tend to follow organized daily routines but remain flexible enough to accommodate new ideas and spontaneous learning.

**Linking Disparate Ideas**

They often find ways to apply knowledge across fields, creating innovative solutions.

**Cross-Disciplinary Networking**

They build networks with professionals from various fields, enriching their understanding and perspectives.

**Balancing Depth and Breadth**

Despite having a wide range of interests, polymaths also know when to delve deeply into a specific area.

**Prioritizing Rest and Rejuvenation**

Recognizing the importance of rest, they often maintain habits that allow for mental and physical renewal, which helps in processing and synthesizing new information.

**Thinking Beyond Siloed Learning**

A defining characteristic of polymaths is their ability to think beyond siloed learning. This often means overcoming the conventional way you have been conditioned to think.

They demonstrate high levels of creativity and problem-solving abilities.

They possess a wide range of interests and capabilities.

Polymaths are often "multipotentialites"—individuals with diverse interests and talents across various fields. Thomas Young, for instance, made significant contributions to physics, medicine, linguistics, optics, and Egyptology, all while maintaining a medical practice.

A general sense of overwhelm.

Most multidisciplinary individuals—or those fitting this profile—report a general sense of overwhelm. They often leave a trail of unfinished projects behind them (guilty as charged!) due to an overload of equally exciting ideas constantly springing to mind. Attempting to pursue all these tasks simultaneously often leaves them frustrated by their inability to properly complete any of them.

Thriving through adaptability.

The ability to draw upon diverse disciplines equips them to tackle evolving challenges with creativity and flexibility. While others might be limited to convergent thinking—seeking precise solutions—polymaths engage in divergent thinking, exploring a multitude of possibilities. This adaptability makes them valuable assets in dynamic business environments.

They possess expertise in multiple fields...

AS a Summary

From this article—and the previous one—we gather that even if we are not illiterate in the literal sense of reading and writing, we are, regrettably, illiterate in other respects. Please forgive me for saying this, but we have not even fully shed the habits of basic literacy errors; do we not make spelling mistakes, misplace the *hamza*, omit it entirely, or write it however we please? As for our young people—our children and grandchildren—they seem to hold themselves aloof from the Arabic language. We shall dedicate a future article to the importance of Arabic—in speech, writing, and reading—as a vital element of identity, citizenship, and the preservation of our civilization, God willing.

From this article—and the previous one—

we have gathered that even if we are not illiterate in the basic sense of reading and writing, we are, unfortunately, illiterate in other specific respects. (Please forgive me for saying this, dear reader, but we have not even fully shed basic literacy errors: do we not make spelling mistakes, misplace the *hamza*, omit it entirely, or write it however we please?) As for our youth—our children and grandchildren—they seem to have distanced themselves from the Arabic language. (God willing, I will dedicate a future article to the importance of Arabic—in speech, writing, and reading—as a pillar of identity, citizenship, and the preservation of civilization.) From this article on "cultural illiteracy," we understand that an individual ought to be cultured or possess an encyclopedic mindset. Our thinking has been shifted from being pioneers and leaders in both experimental and natural sciences toward a hyper-specialization that borders on blindness. Others have surged ahead—save for those whom God has blessed with the insight to understand the framework imposed upon us, break out of it, and explore the vast horizons of diverse sciences, drawing knowledge from various sources to satisfy their genuine passions. Think of a new mother with her young child: what does she do? She might say, "I take him to try every sport, music, and perhaps other hobbies like horseback riding or archery..."

The reason is to allow her son to discover his true passion for himself—to find what he genuinely loves, rather than what was imposed upon him from childhood. After all, the fact that one specializes in a particular field—and perhaps lacks the time to explore other areas—is no valid excuse to stop broadening one’s horizons; one should continue to learn and expand one’s knowledge until one’s mind is truly filled with that genuine passion. If we look back at our predecessors—taking Muslims as an example (as I am Muslim myself and am less familiar with Christianity)—we find that the Prophet (peace be upon him) praised the first three generations of Islam, a period known as the "Three Golden Ages." What was the nature of their pursuits? Were they merely specialists in jurisprudence (*fiqh*), its principles (*usul*), or Quranic exegesis (*tafsir*), and so on? In fact, no; they were not merely cultured individuals but possessed encyclopedic minds. A single scholar might be a religious authority whose intellectual background encompassed mathematics, astronomy, logic, and more—a truly remarkable phenomenon.

The specialization emerged later with the schools of *Kalam* (theology) during the Abbasid era—specifically the fourth century AH, or the transition between the third and fourth centuries, if my memory serves me correctly. The crucial point is this: to be a specialist in one field while possessing knowledge of everything else defines a truly cultured person. However, to know a great deal about everything—capable of initiating and concluding a conversation on a topic outside your core specialization—marks you as an encyclopedic thinker. The article concludes here, leaving only the task of self-categorization—a practical duty for you: Are you a cultured individual? An encyclopedic thinker? Or do you suffer from cultural illiteracy? If the latter applies to you—regrettably—then the time for change is now. Spreading genuinely beneficial knowledge is a trait shared by prophets and reformers throughout history. What matters most is that this knowledge is useful, grounded in learning, and serves to improve people's lives; for God Almighty does not let the reward of reformers go to waste, echoing the words of certain prophets: "I desire nothing but reform to the best of my ability.

Dear enlightened reader... wishing you remain well...