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What is intelligence in education
Difficulties in defining intelligence
Difficulties in defining intelligence
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In modern society exists a constant struggle between individuals to develop the keenest intellect. Humans compete on a daily basis for the intellectual power over other humans. In conversations, arguments, tests, academic achievements, recreational quizzes & games, and in the execution of daily tasks, displaying one’s own intellect is vital. But how well do such events measure an individual’s intellect? What defines intellect in the first place?
Intellect can be divided into three forms: knowledge, wisdom, and opinion. Though combined they produce a measure of intellect on the whole; scrutinizing each form individually reveals important variations. Knowledge is obtainable information, stored and utilized by the logical focus of the mind. Knowledge is measured in volume, not necessarily value. Take the popular game show Jeopardy: a man manages to out-do his opponents by successfully accessing a larger volume of information. What the contestant is doing is simply recalling information that he acquired through the course of his studies. He need not use any type of psychological or philosophical insight; merely he needs to be able to maintain a strong memory. Still, we marvel at the man’s intellect, viewing him as a highly intelligent person, simply because he can remember things. Knowledge, therefore, can be acquired by anyone who wishes to work to contain volumes of information.
Wisdom, however, is not as easily obtained as knowledge. Wisdom is the ability of the mind to scrutinize knowledge. Wisdom is what scholars, thinkers, and philosophers possess. When an individual can question and examine aspects of himself and his world, and in turn develop answers, then he is exhibiting wisdom. Wisdom is far more intuitive and exclusive than knowledge. Where knowledge is about volume, wisdom is about value. Knowledge is merely what we know, wisdom is knowing why and how we know; more importantly, what we can do with it.
Knowledge and wisdom, the measure of intellectual volume and value, work together to form individual concepts: opinions. One’s opinion is formed from the filtering of knowledge through wisdom. Our own perception of a concept is developed when we take what we acquire (knowledge) and filter it with what we already know and feel (wisdom). Opinion tends to also be what the individual shares with the community.
Summary: In the essay, “Part-time Employment Undermines a Student’s Commitment to School” by Laurence Steinberg, it explains how studies show that teenagers that work while attending school are more likely to loose their commitment to school. Steinberg tells the effects on students when they work more than twenty hours a week. His theory was that students are more susceptible to losing their interest in school, while working. They may have to work in the evening time, which can interfere with homework, sleep and diet. Steinberg also elaborated on how these students that work receive money that can make school seem less desirable. Also because they do receive money, they can use their extra money to become associated with drugs and alcohol.
Wisdom is instruction in wise dealings with others. Wisdom is instruction in righteousness, knowing the difference between good and evil. Wisdom is instruction in justice, knowing how to do what is right. It is the simple learning shrewdness so that they are not taken advantage of. It is the young learning knowledge and prudence. For both the young and the old it is an increase in skill, understanding and knowledge.
What does it mean to be wise? Webster's Dictionary defines the word "wise" as being "marked by deep understanding, keen discerment". Through the telling of the ancient Mariner's tale, the Wedding-Guest became sadder and wiser. He became sad in that he identified himself with the shallow and self-absorbed mariner. However, the mariner changed his ways. The Wedding-Guest became wise through realizing that he himself needed to alter his ways.
Have you ever wondered how certain individuals have an outrageous IQ score? Do you believe someone’s intelligence comes from their cultural back ground or do you believe that intelligence is inherited? This is a controversial topic that has been going on for years. This issue has been looked upon by philosophers in the past and is currently by scientists today. Some individual’s think that intelligence comes from your parents whereas others think intelligence comes from the environment in which you are surrounded in. Intelligence is a skill that allows you to apply and interpret information. Intelligence is important because you will have good comprehension skills and you will also be able to analyze different things. According to the dictionary, intelligence is the ability of acquiring and applying knowledge and skills. However, it’s not that simple, since intelligence is something that is often misunderstood. Some people believe
There is a complex process through which a person acquires knowledge, and it depends on the mental capacity of a person as to how much knowledge he can acquire. In Plato’s Republic, we can see what knowledge does for the man in the allegory of the cave. In this story, knowledge was acquired by experience. In Aristotle’s Nichomachean Ethics, we learn what the ultimate intellectual virtues are and that wisdom is the highest of all. Knowledge from Plato and wisdom from Aristotle can be connected through the achievement of intellect.
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.
Dictionaries add still more definitions: Funk & Wagnall’s defines intelligence as “The faculty of perceiving and comprehending meaning; mental quickness; active intellect; understanding” , while Webster’s defines it as “the ability to learn or understand or to deal with new or trying situations; the skilled use of reason.” While some of these definitions are similar, none of them are exactly the same.
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
The forms of intelligence advanced by Gardner indicate a person’s ability and capability and the form in which they prefer to learn and develop strengths. Developing a person’s strengths ensures that they positively respond to the learning experience and their growth and development is also influenced. The theory suggests that people have a set of intelligences and that it is not the single drive for a person’s style and capability. The notion that a person’s intelligence can be measured and scaled is said to be ridiculous, (Chapman, 2016) and that a person possesses a mix of abilities, but is only good at a few and that people coexist and work well together when they are collectively good at different things, (Silver, Strong & Perini,
In psychology intelligence if often debated, but there are many different views on what intelligence is. Some say you have to have a wide range of abilities. Other opinions are intelligence is strictly based on upon the knowledge of subjects. For example Charles Spearman and Louis Thurstone had different views on the topic.
In the beginning of senior grade, my IB Music teacher told us that he tries to compose orchestral music pieces which everyone can understand or at least interpret in a certain way even to those who has minimal musical knowledge. (Dr.Schmidt) Evidently, it is an intricate process my IB teacher has to struggle through to compose such pieces. He stated that the process of composing a piece involves the mixture of ways of knowing and also requires high musical intellect. People may gain knowledge by obtaining facts, information, and skills through experience or education. (Oxford) Does math only use reason to gain knowledge? Does history only use memory? Does religion only use faith? In some areas of knowledge, they may only use one or possibly
What makes someone wise? I believe wisdom goes hand in hand with the self-awareness of ignorance. One of the best examples of this is Socrates. Socrates was thought by many to have been a very wise man simply because he acknowledged his own ignorance. I contend that when a person recognizes their lack of absolute intelligence, that person becomes more adept and open to learning. In The Apology, Plato recounts the words of Socrates while on trial in Athens and the following points support my assumption:
When I think about knowledge the first thing that comes to my mind is education. I believe that knowledge comes to people by their experiences in life. In other words, life is an instrument that leads me to gain knowledge. Many people consider that old people are wise because they have learned from good and bad experiences throughout their lives. Education requires work, dedication and faith to gain knowledge. We acquired knowledge through the guidance of from parents, role models, college/University teachers and life experiences.
In this way expert opinions are only important in the Areas of Knowledge that they study and very rarely cross over. An expert’s opinion in the Arts and Ethics areas of knowledge are often more feeble because ‘knowing’ in these areas is generally determined by personal emotion rather than reason or language like
Knowledge is understanding someone or something, mainly a specific subject. For example, Thales, had knowledge of philosophy, mathematics, and astronomy. Wisdom is timeless, whereas knowledge is always up for change. Knowledge is learning how to do something you are interested in. Where wisdom is thinking about the impact this interest may have on your life or how you can express this interest.