Superior thinking and its relationship to intellectual maturity among university students

Abstract

The topic of the relationship between transcendental thinking and intellectual maturity represents a strong link between intellectual values, embodied in intellectual maturity, and behavioural values, embodied in transcendental thinking. Human beings pass through successive stages of growth and do not reach intellectual maturity until they undergo many experiences. A person begins as a fetus, then becomes a child, a young adult, and eventually an elderly individual. Each of these stages has its own characteristics and features; each stage builds upon what precedes it and prepares for what follows. The same applies to human sensory, psychological, and cognitive capacities, as transformation and transition in these domains also occur in stages. However, these stages of mental development are not necessarily linked to chronological age. Maturity is associated with the concept of developmental stages. Proponents of maturation theory argue that the universal and consistent sequence of human development can be explained by the individual’s genetic makeup, which determines the pace of growth. About transcendental thinking, students may display a sense of superiority toward others and possess a degree of arrogance, which negatively affects their social and professional lives. Transcendental thinking also has a negative impact on students’ behaviour and their relationships with others.