A1 Level – Elementary
1. Do you think you are smart?
2. What is a hard math problem?
3. Do you learn things fast?
4. What is a clever idea?
5. Do you like school?
6. What is a famous inventor?
7. Do you remember many facts?
8. What is a feeling?
9. Do you think animals are intelligent?
10. What is a new skill?
11. Do you try hard to understand?
12. What is a simple test?
13. Do you think intelligence is fixed?
14. What are three signs of intelligence?
15. Do you think intelligence is important?
A2 Level – Pre-Intermediate
1. What is the difference between being smart and being wise?
2. Why are some people good at math and others good at music?
3. What are the good things and bad things about IQ tests?
4. How can a person improve their memory and intelligence?
5. Should all schools focus on many different types of intelligence?
6. Why is emotional intelligence (EQ) important for success?
7. Do you think creativity is a form of intelligence?
8. What is the purpose of testing intelligence in children?
9. How does the environment (e.g., books at home) affect a child’s intelligence?
10. What is the difference between intelligence and knowledge?
11. Do you think technology makes people less intelligent?
12. What are the problems when people only value one type of intelligence?
13. When is the best time to start learning a new language?
14. What are two things that make human intelligence unique?
15. How does a lack of sleep affect clear thinking?
B1 Level – Intermediate
1. What are the rules for politely asking someone about their test scores?
2. How does the economy affect the education available to develop intelligence?
3. Should the government provide free, equal education for all children?
4. What is the difference between natural intelligence and learned expertise?
5. Do you believe that emotional intelligence is more important than IQ?
6. What are the challenges of measuring intelligence accurately?
7. How does the focus on quick answers affect the quality of deep thought?
8. What is the idea of “multiple intelligences”?
9. Is it fair or unfair when some people are born with higher intelligence than others?
10. How does a lack of curiosity prevent intellectual growth?
11. What are the steps for properly creating a self-learning plan?
12. What is the value of spending time on tasks that are mentally difficult?
13. Should public media criticize the over-simplification of intelligence (e.g., high IQ only)?
14. What are the reasons why some people feel intimidated by highly intelligent people?
15. How does the history of technology reflect human collective intelligence?
B2 Level – Upper-Intermediate
1. What are the social pressures on children to achieve high academic performance?
2. What are the moral problems when intelligence is used to exploit others?
3. How does constant exposure to quick, short content affect the ability for deep concentration?
4. Should schools be legally required to design programs for both gifted and struggling students?
5. Analyze the psychological effect of confronting the limits of your own intelligence.
6. Who is responsible for ensuring that AI development is guided by ethical intelligence?
7. What is your view on the practice of using drugs to temporarily boost concentration?
8. Evaluate the role of genetic factors versus environmental factors in determining intelligence.
9. How does the concept of “tacit knowledge” (unspoken) differ from formal intelligence?
10. Discuss the concept of “the Dunning-Kruger effect” (unskilled people overestimating their ability).
11. What are the problems with having very different definitions of intelligence across cultures?
12. What are the legal differences between a learning disability and a general lack of intelligence?
13. Do you agree that the purpose of intelligence is mainly to solve practical problems?
14. What steps should be taken to ensure that intellectual property is protected?
15. How does the development of highly intelligent AI challenge human self-perception?
C1 Level – Advanced
1. Is it fair that high intelligence often leads to greater economic opportunity?
2. What is the right way to think about a highly intelligent person’s moral duty to society?
3. How do the platform’s algorithms influence the type of intellectual debate that becomes popular?
4. When should the government consider mandatory cognitive testing for high-stakes professional roles?
5. What are the moral questions when we talk about using neuroscience to enhance intelligence?
6. How does the focus on quick technological innovation affect the long-term, necessary investment in philosophical thought?
7. Discuss the impact of major scientific breakthroughs on the public understanding of intelligence.
8. How should leaders use knowledge about cognitive biases to make fairer political decisions?
9. What is the idea of “cognitive fluidity” and its relevance to adapting to change?
10. What are the long-term effects on society when the gap between the most and least intelligent people widens?
11. What are the difficulties when courts try to decide if a lack of intellectual capacity contributed to a crime?
12. How does the search for total objective truth conflict with the human need for emotional intelligence?
13. Do you agree that the most important thing is the application of intelligence to solve global problems?
14. What are the simple moral rules a person should follow when they have an intellectual advantage?
15. Should the government set a legal minimum for the amount of funding dedicated to educational research?
C2 Level – Proficiency
1. What is the real difference between a person’s conscious intellectual effort and their unconscious cognitive processing?
2. Debate the idea: Should we completely eliminate all standardized testing used to measure intelligence?
3. How does the concept of “consciousness” change when AI achieves human-level general intelligence?
4. What laws or rules are needed to control how technology platforms use cognitive data collected from users?
5. How do historical views of genius and madness affect modern acceptance of intellectual divergence?
6. How can communities maintain shared understanding when individuals have vastly different levels of intellectual capacity?
7. Argue the point that humans should stop all attempts to categorize intelligence and accept intellectual differences as natural variation.
8. What protection should laws give to employees who report intellectual property theft?
9. How can we stop the problem of using the argument of “intelligence” to justify social hierarchy?
10. What did old thinkers say about reason, knowledge, and the limits of human understanding that is still relevant today?
11. What will happen to the need for human intellectual labor if AI can solve all complex problems instantly?
12. How do people use the idea of “I’m not smart enough” to avoid discussing their fear of failure?
13. How does the experience of a major intellectual challenge improve a person’s cognitive resilience?
14. What is the power of a collective movement to demand that education prioritizes practical wisdom over factual knowledge?
15. If scientists could create a perfect, universal measure of all forms of intelligence, how would that fundamentally change human society?
