O analiză conceptuală a evoluției intelectuale umane

This work proposes a conceptual framework for understanding intellectual evolution and the emergence of learning, grounded in the clarification of several concepts that are frequently conflated in educational and psychological discourse: information, intelligence, learning, and the practical application of intelligence. Intelligence is defined as a native capacity for filtering and processing information, distinct from content accumulation or measurable performance.A central contribution of the work is the introduction of the concept of arsus (from Latin ars – art, and usus – use), defined as the decision-making mechanism through which intelligence is applied to information in order to produce learning or action. Within this model, learning is not treated as an automatic process, but as the outcome of an iterative cycle of evaluation, refinement, and integration of information, mediated by arsus.The work further introduces the concept of learning affinities, defined as native, individual predispositions that structure how information is optimally processed. These affinities are not framed as skills or competencies, but as structural axes of learning. It is argued that the suppression or forced misalignment of learning affinities generates cognitive tension and behavioral disturbance, rather than indicating intellectual deficiency.Building on this framework, the work offers a structural critique of norm-based educational systems, with particular emphasis on standardized evaluation practices. The analysis highlights the tension between administrative normativity and the fundamentally differentiated nature of learning processes. Special attention is given to the role of family education, arguing that institutional education can function coherently only when it builds upon a cognitive foundation established prior to formal schooling.Positioned at the intersection of philosophy of education, cognitive psychology, and sociology of education, this work aims primarily at conceptual clarification and the articulation of a coherent explanatory model intended to support further theoretical development and applied educational reflection.