Only a few decades ago, many people envied those who achieved high scores on IQ tests. However, today, people no longer envy high IQ scores to the same extent. Previous theories of intelligence focused too heavily on language skills without considering individual biological, social, psychological, and cultural factors.

'In reality, IQ tests were initially conducted to select individuals needed by companies or groups. High scorers on these tests were considered intelligent in supplier-centered education systems. However, such tests quickly showed their limitations as society and the economy began to stagnate. Rigid standards of tests and people shaped to fit this mold cannot survive in a rapidly changing world. The paradigm of intelligence testing must change.

The "Intelligence Diagnostic Program" measures the intellectual abilities that children naturally acquire as they grow without prior training or preparatory learning. Children develop different areas of intelligence depending on their individual interests. Moreover, the pace at which intelligence develops varies from child to child. All these factors must be considered to make an accurate diagnosis.

The Intelligence Diagnosis Program was designed to develop each individual’s broad potential capabilities. Based on the diagnostic results, personalized one-on-one education and exit strategy programs may be offered. The Intelligence Diagnostic Program must meet the following criteria:

First, the program should be tailored to the child's age and knowledge level. Second, each question must have a set time limit; once the time is up, the child must proceed to the next question. Third, if the child cannot find the correct answer while solving a problem, the question should be left blank to ensure accurate results.

The evaluation criteria for the Intelligence Diagnostic Program consists of 11 areas as follows:

Today, we often hear the term "manufactured child.” This term describes children who have lost their individuality because they have acquired only the necessary knowledge according to their parents' intentions while ignoring their own talents and creativity. This phenomenon, once commonly seen among high school students preparing for college entrance exams, has recently appeared even in elementary and preschool children. The "manufactured child" may appear successful in the short term. People often tend to perceive these children as having high intelligence.

Parents and children who focus solely on entrance exams often believe that intelligence is something developed either by someone else or through their own repetitive training. As a result, they consider anything unrelated to the entrance exam as irrelevant to intelligence and disregard it. However, times have changed. Today, companies and schools no longer select children based solely on high test scores. They prefer children with talents in specific areas, even if their scores are relatively lower. In other words, they seek individuals who have fully developed innate talents rather than those who are "manufactured."

This is precisely why the Intelligence Diagnostic Program is essential. Moving beyond intelligence tests that focus only on linguistic domains, it has become crucial to consider an individual’s biological, social, psychological, and cultural factors for assessing intelligence. It is important to measure the intellectual abilities that children naturally acquire as they grow. Through the Intelligence Diagnostic Program, which consists of 11 indicators, children can identify the areas where they have innate talents.

This journey should not end with merely identifying the innate talents children are born with. We must unlock their potential through an education tailored to their unique abilities while also anticipating and planning for what they will do in the future and how they will live 20, 30, or even 40 years from now.