Abstract

In this study ideas and concepts that can be used to describe the phenomenon of stupidity and explore the possibility that we choose to be stupid, were developed from the social and political philosophy of Western Civilization. The research methods applied were based on the phenomenological school of qualitative inquiry using a narrative style. Finding suggest we choose to be stupid and stupidity can be generally described in the following ways: ;Conceptually, it is a paradox or antilogy that can be behaviorally chronicled in a number of ways. ;Culturally, stupidity is a philosophically implied concept that has consistently been instrumental in shaping our ideas of intelligence. ;Andragogically, stupidity is voluntary behavior that may be conscious and/or unconscious, but is manifestly anti-moral if not immoral and so it is counterproductive. ;Individually and personally, stupidity is a seemingly anatomic behavioral response to serendipitous personal and cultural predicaments. ;Stupidity can result from confused thinking. It can result from a misinterpretation of reality and it can also be generated by the human incapacity to live a moral existence. While stupidity may not be curable, by developing more precise awareness, we can compensate for stupidity by more fully realizing consequences. ;It is suggested the ideas generated in this study are rich in possibility as subjects for more research and theory development of stupidity. Recommendations were made in support of developing more precise definitions of stupidity. The development of schemata and categories of stupidity can be also generated by further research. ;Educationally, the idea of this study supports and encourages changes in learning and teaching process, procedure and theory that represent the universe non-holistically. As an application in andragogy, it is recommended this study be applied as the basis for the generation of methodology that encourages awareness development as an educational process