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Difficulties in defining intelligence
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Difficulties in defining intelligence
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I believe that progress is inherently neutral, and that what is often called progressive is the opposite. Progress is literally defined as a forward movement in space or time. On the contrary modern humans and I (before my experience) define progress along the lines of an increase in productivity, efficiency, advancement or have an overall preconceived notion that progress is always an inherently positive movement. I didn’t always believe that human notions of progress are dangerous; it was a slow process that began with internal and external reflection. “What color do you want?” my father shouted, whilst on the computer downstairs in the living room. “I don’t really care, honestly.” I replied walking down the old, wooden staircase. “I’ll …show more content…
I place too much value on these notions without thinking about their meanings, where they came from and how I could practically measure them. An increase in intelligence is too often measured by grades in school, or by scores on a standardized test, these scores only measure how much I know about specific concepts and subjects without assessing their value in my life. I do not need to understand complex mathematical theorems in order to be a contented human being. However it is valued in our society to so something illogical, studying impractical and unrelated topics, in order to score well on exams. These exams cannot accurately measure how intelligent I am because these exams only test certain expressions of intelligence. The SAT will not test me on my knowledge of Dostoevsky, or color theory, or driving. It is not meant to; however the SAT is used as a measurement of a student in several aspects of life despite its incapability to reflect my intelligence as a whole. I may learn everything there is to know about dancing; can the SAT reflect my advancement in knowledge of dancing as progress in the score? No it cannot, truthfully there is not an accurate way to measure intelligence, therefore there is not a just way to measure intellectual improvement. I believed that deeply thought-out plans for life meant I was progressing, however these plans change constantly. There is no certainty in the future; therefore deeply thought-out plans would limit me. It’s splendid to have an idea of what I might chose as a career option, for example “I enjoy physics, I’d like to become a physicist and possibly find work at the Hadron Collider and study the Higgs Field,” is much healthier, and more practical than, “I enjoy physics, so I must become a theoretical
Howard Gardner used to define intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner 33). The modern day human being would most likely include the words “smart” and “dumb” in their definition of intelligence. Gardner questioned the belief of only one intelligence so he created his own theory that involved seven different discoveries. He didn’t want to call these discoveries “skills” or “talents” or gifts” because those all suggested a drawback so he decided on the word “intelligence,” creating his theory of multiple intelligences (Gardner 33). Gardner’s theory of multiple intelligences including, linguistic, logical/mathematical, musical, bodily-kinesthetic, spatial, intrapersonal and interpersonal, has many implications for modern education and culture.
How do you see progress, as a process that is beneficial or in contrast, that it´s a hurtful process that everyone at one point of their lives has to pass through it? At the time, progress was beneficial for the United States, but those benefits came with a cost, such cost that instead of advancements and developments being advantageous factors for humanity, it also became a harmful process in which numerous people were affected in many facets of life. This all means that progress is awsome to achieve, but when achieved, people have to realize the process they had to do to achieve it, which was stepping on other people to get there.
Ronald Wright’s A Short History of Progress gives an overall view of the world’s history of progression since mankind has entered the earth. He discusses the argument whether human’s progression has been beneficial or resulted in many catastrophic mistakes. He uses examples to back his argument up such as the civilizations in the past and how their progression also was their reason for their downfall. A civilization needs to handle progression in their society responsibly. Wrights contributions to this argument have been able to lead to further discussion in relation to being a responsible citizen in our world today.
Throughout my life, I had continually believed that once I graduated college, I would engage in an action filled career. I wanted to be a police officer, a firefighter or even an undercover FBI agent. I had planned on studying criminal justice, and I took numerous high school classes based on it. Nevertheless, my plan transformed the summer between my junior and senior years. It was my grandma that influenced me to transform my criminal justice plan into a nursing plan. For most of my life, I may not have acknowledged exactly what I wanted to do when I grew up, but I did know that I sought to help people.
The European Discovery of the New World in and of itself was not so much progress but an inevitable extension of a world beginning to refine global commerce and economics. It was bound to happen, as the explorers of the world’s great economic powers strove to connect the Far East to Europe in more profit friendly ways. Events resulting from this discovery most certainly fall into the category of progress as I have defined above. As we discuss progress it is prudent to keep in mind that not all things deemed to be progress in the present are good, or have had a positive impact on humanity. In fact many things called progress have invited horrors upon those whom progress has been impressed upon.
Improvements in technology are not a recent revolution in society. Today smartphones, tablets and even Google glasses have reshaped our lives, but during the fifteenth century shipbuilding, navigation and arms extended the global reach. Trade was the crucial factor in maintaining and building a nation. As civilization grew there was a need to progress forward, but in the efforts to do so, improvements and power became more prevalent than tribal sustainability. Despite the technological progress during the fifteenth century personal difficulties and social problems seemed more prevalent and more conspicuous than ever before. The technological advances of the past century, impressive though they may have been, did not lead to perceptible improvement in collective health and happiness. In fact, many critics today argue that the quality of our lives and our sense of personal fulfillment have declined rather than increase due to this paradox of progress.
The term, progress, is synonymous with phrases that denote moving forward, growth, and advancement. It seems unorthodox then that Ronald Wright asserts the world has fallen into a progress trap, a paradox to how progress is typically portrayed as it contradicts the conventional way life is viewed: as being a natural progression from the outdated and tried towards the new and improved. Wright posits that it is the world’s relentless creation of innovative methods that ironically contributes to the progress trap rather than to progress itself, the intended objective. Wright’s coinage of the term “progress trap” refers to the phenomenon of innovations that create new complications that are typically left without resolve which exacerbate current conditions; unwittingly then, matters would have been much better if the innovation had never been implemented. In his book, “A Short History of Progress,” he alludes to history by citing examples of past civilizations that collapsed after prospering, and ones that had longevity because they avoided the perilous progress trap. Wright recommends that societies of today should use indispensable resources, such as history, to learn and apply the reasons as to why certain societies succeeded, while also avoiding falling into the pitfalls of those that failed, the ones that experienced the progress trap. This can easily be interrelated with Godrej’s concept of “the overheated engine of human progress,” since humans for centuries have been risking environmental degradation for progress through ceaseless industrialization and manufacturing. This exchange is doomed to prevent improved progress and will lead to society’s inevitable decline since it is unquestionable that in the unforeseeable future, cl...
However, the newly revised SAT will not encourage students to improve their reasoning abilities and aptitude for their college level of works. This is because the test is moving towards achieving, the results will only be showing what they learned throughout high school, and will not be proving their capabilities in handling college work in their first two years. The re...
One of the most popular standardized tests is the SAT which is short for the Scholastic Assessment Test. The goal of the SAT is to predict how well a student will do in his or her first year in college. There are two kinds of SATs: SAT I, which is a college readiness test, and the SAT II, which is just a subject test. The SAT I contains three subjects: Reading, Writing, and Mathematics. It has ten sub-sections that average twenty-five minutes each and all deal with the three main subjects. Almost every question has multiple choices with up to four given choices to choose from per question. According to the creators of this test and the colleges that require an applying student to take it, reading, writing, and mathematics are the three most important academic subjects to know and understand before going into a college. But how well does the SAT accurately predict a student’s college success? According to research, not very well. In the book Standardized Testing, Fair Test, which is the National Center for Fair and Open Testing, states that “The SAT I has li...
SAT stands for Scholastic Aptitude Test. The definition of aptitude is the “natural ability to do something or to learn something.” (1) Based on the name, one can gather that the SAT is a test that does not test your knowledge but how you attain it. College Board is the company that publishes and owns the SAT. The SAT was design based on an IQ test which means is meant to test a student’s ability they were born with not abilities gained through schooling. The SAT is said to be a predictor of how well a student will do in college academically. The SAT is administered for the duration of three hours and forty-five minutes and there are three sections being tested on. The critical reading, math and writing sections each are an 800 points and the cumulative scores range from 600 to 2400 points. Over millions of students all over the world take the SAT because colleges and universities in the United States require it in their applications.
Most researchers believe that we are born with a certain intelligence or potential intelligence. They also believe that the intelligence we are born with is difficult to change. Psychologists use short-answer tests to assess one’s intelligence (Gardner papers). It was believed that intelligence was a single inherited thing. Human beings start out initially as a blank slate and could be trained to learn anything, provided that it was presented in an appropriate way (Multiple Intelligences and Education). Currently an “increasing number of researchers believe the opposite. Gardner defined intelligence as: “the ability to create an effective product or offer a service that is valued in culture; a set ...
One of the most definitive things ever said regarding the nature of intelligence was that intelligence is whatever IQ tests measure. The IQ test has been in use throughout the 20th century and serves as an accepted measure of a person’s intelligence. It is used by institutions such as schools and the army to screen people’s level of intelligence and decisions are made based on that. The IQ test consists of a series of questions regarding certain skills such as vocabulary, mathematics, spatial relations. The scores that a person gets on these tests depend on the amount of questions that a person answers correctly. The actual score that a person gets is dependant on how others in that age group do on those particular questions.
Can intelligence be measured? Does an IQ test actually measure a person’s intelligence? Does a high score indicate a genius? Does a low score indicate stupidity or merely ignorance? These questions have been asked over and over again by psychiatrists and scientists alike, but to date there are no clear answers. These questions cannot be answered without first defining what is meant by the term intelligence. Once intelligence has been defined then it should be easy to answer these questions; however, multiple definitions of the word tend to lead to further confusion.
...t of the condition of the mankind, it involves learning, and the outcome is discovering the yet unknown. And it seems that progress is the highest when freedom is present, in other words we can not get the most out of ourselves if we have constraints. So by the definition of progress we are unable to say what good is it going to make us, but it will do something generally valuable.
Gardner’s theory of MI offers an alternative view of intelligence which has measured intelligence based on the results that would predict success in the current educational system. Furham (2009) sums up Gardner’s definition as “the ability to solve problems or to create products that are valued within one or more cultural settings”. This definition suggests that human intelligence is comprised of more than the predictable success in a western school system. Gardner argues that traditional definitions of intelligence and intelligence testing are too narrow and marginalize people who do not fit traditional education system that focuses on visual–spatial, verbal–linguistic, and logical–mathematical intelligences. He supports this with unique cases of idiots savant, who are people with low IQs but excel in skills in areas not measured through tradition IQ tests (Arnett, 2013). MI theory proposes that individual’s intelligence can be differentiated on eight different modalities: