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This literature review critically examines the potential of collective intelligence (CI) to enhance theories of deliberative democracy and participatory governance through academic discourse. We employed PRISMA guidelines for systematic article selection, complemented by a narrative approach for in-depth thematic analysis and supplemented by quantitative methodologies such as Sankey diagrams and keyness analysis. Reviewing 61 scholarly articles focusing on CI within the public sector, this study identifies theoretical insights that could significantly impact the field of democratic innovations and participatory governance. Our analysis reveals that CI methodologies can make governance more inclusive and dynamic by integrating advanced digital tools that foster broader and more effective citizen participation. We conclude that integrating CI with deliberative democracy and participatory governance theories holds substantial promise for developing more responsive and adaptive governance models. Future research should focus on measuring deliberative quality in real time, deploying CI tools to empower underrepresented groups and address specific governance challenges, and examining CI’s ethical and social implications, especially concerning privacy, security, and power dynamics in technology-driven public decision-making.

From the era of overt eugenic research to the present-day education system, the attempts to categorize and rank individuals' \"intelligence\" through testing and statistics reflects and reinforces the power of racist, capitalist, and imperialist institutions.

Abstract A growing body of research predicts individual cognitive ability levels from brain characteristics including functional brain connectivity. The majority of this research achieves statistically significant prediction performance but provides limited insight into neurobiological processes underlying the predicted concepts. The insufficient identification of predictive brain characteristics may present an important factor critically contributing to this constraint. Here, we encourage to design predictive modeling studies with an emphasis on interpretability to enhance our conceptual understanding of human cognition. As an example, we investigated in a preregistered study which functional brain connections successfully predict general, crystallized, and fluid intelligence in a sample of 806 healthy adults (replication: N = 322). The choice of the predicted intelligence component as well as the task during which connectivity was measured proved crucial for better understanding intelligence at the neural level. Further, intelligence could be predicted not solely from one specific set of brain connections, but from various combinations of connections with system-wide locations. Such partially redundant, brain-wide functional connectivity characteristics complement intelligence-relevant connectivity of brain regions proposed by established intelligence theories. In sum, our study showcases how future prediction studies on human cognition can enhance explanatory value by prioritizing a systematic evaluation of predictive brain characteristics over maximizing prediction performance.

Background Relationships of power, responsibility and accountability between health systems actors are considered central to health governance. Despite increasing attention to the role of accountability in health governance a gap remains in understanding how local accountability relations function within the health system in Central Asia. This study addresses this gap by exploring local health governance in two districts of Tajikistan using principal-agent theory. Methods This comparative case study uses a qualitative research methodology, relying on key informant interviews and focus group discussions with local stakeholders. Data analysis was guided by a framework that conceptualises governance as a series of principal-agent relations between state actors, citizens and health providers. Special attention is paid to voice, answerability and enforceability as crucial components of accountability. Results The analysis has provided insight into the challenges to different components making up an effective accountability relationship, such as an unclear mandate, the lack of channels for voice or insufficient resources to carry out a mandate. The findings highlight the weak position of health providers and citizens towards state actors and development agents in the under-resourced health system and authoritarian political context. Contestation over resources among local government actors, and informal tools for answerability and enforceability were found to play an important role in shaping actual accountability relations. These accountability relationships form a complex institutional web in which agents are subject to various accountability demands. Particularly health providers find themselves to be in this role, being held accountable by state actors, citizens and development agencies. The latter were found to have established parallel principal-agent relationships with health providers without much attention to the role of local state actors, or strengthening the short accountability route from citizens to providers. Conclusion The study has provided insight into the complexity of local governance relations and constraints to formal accountability processes. This has underlined the importance of informal accountability tools and the political-economic context in shaping principal-agent relations. The study has served to demonstrate the use and limitations of agency theory in health governance analysis, and points to the importance of entrenched positions of power in local health systems.

Aspirar is the act of taking pause to consider how we are dynamically mindful of the immediate (bottom-up) work as teacher educators in the classroom while navigating broader journeys (top-down) and facilitating how middle level students determine their own aspirations. In other words, the context for knowledge, what stories we choose to share, and how we tell those stories within our schools, classrooms, and communities enact a paradigm shift where space and breath for intellectual growth is enabled for both the collective modern society and the individual person situated within their communities. Attention to the context for knowledge production is an outward act that assumes an internal exercise of inward meditation on who we are as individuals and how we each sustain multiple identities in our daily lives, as family members, partners, friends, colleagues, and citizens, to name a few, particularly for middle level learners as they develop their sense of awareness. Paquette features how Wynter explains \"The role of Minority Discourse\" (p. 240) in building knowledge and voices of perspectives relegated to the edges of society to challenge the collective intellect with complicated paths of thinking.

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

Anomalies in Burt's twin data have precipitated a prolonged and inconclusive controversy between those who accuse him of fabrication and those who defend his integrity. Here it is suggested that the argument arose in part because differing personal, and especially political, interests predisposed psychologists to diverse interpretations of the evidence. ‘Selective interest’ (James, 1890) leads to a concentration of attention on partial data. The participants in the controversy readily detected this fault in their opponents, but rarely in themselves. It is then suggested that this same factor accounts for the deficiencies in Burt's kinship data. His research was especially vulnerable to ‘selective interest’, and the numerical anomalies in his reports are consistent with this interpretation. It is questioned whether scientific techniques can ever wholly replace personal judgment, with its potential for selective bias.

Critics often warn that American schools are failing, and that our students are ill-prepared for the challenges the future holds, and may even be \"the dumbest generation.\" We can think of these claims as warning about a Stupidity Epidemic. This essay begins by tracing the history of the idea of that American students, teachers, and schools are somehow getting worse; the record shows that critics have been issuing such warnings for more than 150 years. It then examines four sets of data that speak to whether educational deterioration is taking place. First, data on educational attainment show a clear trend: more students are getting more education. Second, standardized test scores suggest that American students are performing somewhat better; certainly most test scores do not indicate that students are getting worse. Third, measures of popular knowledge also show evidence of improvement. Fourth, there is clear evidence that IQ scores have been rising. In other words, the best available evidence fails to support claims about a Stupidity Epidemic. The essay then turns to exploring several reasons why belief in educational decline is so common, and concludes by suggesting some more useful ways to think about educational problems. The goal of this new, unique Series is to offer readable, teachable \"thinking frames\" on today's social problems and social issues by leading scholars, all in short 60 page or shorter formats, and available for view on http://routledge.customgateway.com/routledge-social-issues.html For instructors teaching a wide range of courses in the social sciences, the Routledge Social Issues Collection now offers the best of both worlds: originally written short texts that provide \"overviews\" to important social issues as well as teachable excerpts from larger works previously published by Routledge and other presses.

The performance of minorities such as Mexican Americans and African Americans became a central preoccupation of the American scientific community in the early twentieth century. During the 1920s the state educational establishment of Texas and its IQ researchers tested what they believed to be the intelligence of white, Mexican American, and African American children. They concluded that there existed a hierarchy of racial intelligence—whites at the top, African Americans at the bottom, and Mexican Americans in a tenuous middle position influenced by class and skin color. Much like that of their colleagues in the national IQ research community, the work of the Texas researchers exhibited racist preconceptions and numerous methodological errors. Ironically, the current reliance on standardized test scores in the selection process for Texas schools and scholarships is now under legal challenge by minority groups arguing that present-day achievement tests are racist and serve to replicate educational inequality and cultural bias, much like the IQ tests of the 1920s.