Ron, then it is I who must apologise to you, sir. I jumped to the wrong conclusion, leapt before I looked - that's the most exercise I had today anyway!
Shamans cut straight to the chase. They throw their bones and then say how it will be, for better or worse. They've got the guts for that death be damned life, and so release themselves from all the fretting. Scientists sift and sort, doing their grey mathematistics, they'll hone us and clone us till we're boneless and hopeless. Still I have to say I listen more to the scientists. I throw the sticks too every now and then but I don't always do what they say - after all, I might be having an off day. -Peter On 16/11/2007, Ron Kulp <[EMAIL PROTECTED]> wrote: > > Pete, > I apologize, I did not mean it like that I was truly inquiring as to > what WOUld the difference be, I mean, I had to think about it, and I'm > still thinking about it, primitive or what we commonly call primitive > In every way believes their shamans as much as we believe our > Scientists and I was honestly making the conjecture, what really > IS the difference within what we're trying to define. > I in no way meant to belittle or offend you. > > My sincerest apologies, > -Ron > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Peter > Corteen > Sent: Friday, November 16, 2007 1:19 PM > To: [EMAIL PROTECTED] > Subject: Re: [MD] Intellegence/intellect > > Hi Ron, > > you asked 'what would discern(sic) intellectuals from fortune tellers?' > Did > you ever use a fortune teller? never read the horoscopes? > > What about the I-ching? That's a book of highly condensed intelligence > that > can help you in a dilemma; if you use it intelligently. > > DMB got my gist and I stick by my definition more than all those > quotations > you gave. > > Regards > > -Peter > > On 16/11/2007, Ron Kulp <[EMAIL PROTECTED]> wrote: > > > > Ron: > > What would discern intellectuals from fortune tellers? Belief? > > > > Intelligence is the ability to predict the future. > > > > -Peter > > > > On 16/11/2007, Ron Kulp <[EMAIL PROTECTED]> wrote: > > > > > > Well, you knew a wiki definition would pop up at some point, so here > > it > > > is. > > > > > > > > > Intelligence is a property of mind that encompasses many related > > > abilities, such as the capacities to reason, to plan, to solve > > problems, > > > to think abstractly, to comprehend ideas, to use language, and to > > learn. > > > There are several ways to define intelligence. In some cases, > > > intelligence may include traits such as: creativity, personality, > > > character, knowledge, or wisdom. However, some psychologists prefer > > not > > > to include these traits in the definition of intelligence. > > > > > > " Intelligence is what you use when you don't know what to do. " > > > -Jean Piaget > > > > > > > > > > > > > > > Definitions > > > The definition of intelligence has long been a matter of > controversy. > > > > > > Intelligence comes from the Latin verb "intellegere", which means > "to > > > understand". By this rationale, intelligence (as understanding) is > > > arguably different from being "smart" (able to adapt to one's > > > environment), or being "clever" (able to creatively adapt). By the > > Latin > > > definition, intelligence arguably has to do with a deeper > > understanding > > > of the relationships of all things around us; and with a capability > > for > > > metaphysical manipulation of such objects once such understanding is > > > mastered. > > > > > > At least two major "consensus" definitions of intelligence have been > > > proposed. First, from Intelligence: Knowns and Unknowns, a report of > a > > > task force convened by the American Psychological Association in > 1995: > > > > > > Individuals differ from one another in their ability to understand > > > complex ideas, to adapt effectively to the environment, to learn > from > > > experience, to engage in various forms of reasoning, to overcome > > > obstacles by taking thought. Although these individual differences > can > > > be substantial, they are never entirely consistent: a given person's > > > intellectual performance will vary on different occasions, in > > different > > > domains, as judged by different criteria. Concepts of "intelligence" > > are > > > attempts to clarify and organize this complex set of phenomena. > > Although > > > considerable clarity has been achieved in some areas, no such > > > conceptualization has yet answered all the important questions and > > none > > > commands universal assent. Indeed, when two dozen prominent > theorists > > > were recently asked to define intelligence, they gave two dozen > > somewhat > > > different definitions.[1] > > > A second definition of intelligence comes from "Mainstream Science > on > > > Intelligence", which was signed by 52 intelligence researchers in > > 1994: > > > > > > a very general mental capability that, among other things, involves > > the > > > ability to reason, plan, solve problems, think abstractly, > comprehend > > > complex ideas, learn quickly and learn from experience. It is not > > merely > > > book learning, a narrow academic skill, or test-taking smarts. > Rather, > > > it reflects a broader and deeper capability for comprehending our > > > surroundings-"catching on", "making sense" of things, or "figuring > > out" > > > what to do.[2] > > > > > > Other definitions > > > Additionally, many prominent researchers have offered their own > > > definitions of intelligence: > > > > > > Carolus Slovinec: "Intelligence is the ability to recognize > > > connections." > > > Alfred Binet: "...judgment, otherwise called good sense, practical > > > sense, initiative, the faculty of adapting one's self to > > > circumstances...auto-critique." > > > David Wechsler: "... the aggregate or global capacity of the > > individual > > > to act purposefully, to think rationally, and to deal effectively > with > > > his environment." > > > Cyril Burt: "...innate general cognitive ability." > > > Howard Gardner: "To my mind, a human intellectual competence must > > entail > > > a set of skills of problem solving-enabling the individual to > resolve > > > genuine problems or difficulties that he or she encounters and, when > > > appropriate, to create an effective product-and must also entail the > > > potential for finding or creating problems-and thereby laying the > > > groundwork for the acquisition of new knowledge." > > > Linda Gottfredson: "... the ability to deal with cognitive > > complexity." > > > Herrnstein and Murray: "...cognitive ability." > > > Sternberg and Salter: "...goal-directed adaptive behavior." > > > John Kotter on Leadership Intelligence: A "keen mind" i.e., strong > > > analytical ability, good judgement, and the capacity to think > > > strategically and multi-dimensionally. > > > D. Samuel Nuessle: "A mind's ability to apply knowledge to a > > > problem-solving situation." > > > Additionally, many less prominent researchers in this field of > > > intelligence that is dominated by Psychologists and Educationalists, > > > have offered their own definitions of intelligence. They are in the > > > fields of Mathematics and Engineering but had offered to define > > > "Intelligence": > > > > > > Alan Turing: "To respond like a human being" > > > G.N. Saridis: "The entropy of control responses"[3] > > > In an educational context, one's intelligence should not be equated > > with > > > one's academic performance, or with the volume of knowledge one has > > > acquired through through formal education. A person's ability to > think > > > critically and analytically about his or her knowledge and > experience > > is > > > more important than command of a large number of facts. Intelligence > > is > > > not confined to thinking either. Purposeful actions demonstrating > > > appropriate responses to the situation and reasoned application of > > one's > > > knowledge are evidence of intelligence. It is also important to note > > > that analytic skills only constitute one part of intelligence -- > > > mimesis, synthesis, creative and the ability to find innovative > > > solutions to unfamiliar problems are also important. > > > Moq_Discuss mailing list > > > Listinfo, Unsubscribing etc. > > > http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org > > > Archives: > > > http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ > > > http://moq.org.uk/pipermail/moq_discuss_archive/ > > > > > Moq_Discuss mailing list > > Listinfo, Unsubscribing etc. > > http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org > > Archives: > > http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ > > http://moq.org.uk/pipermail/moq_discuss_archive/ > > Moq_Discuss mailing list > > Listinfo, Unsubscribing etc. > > http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org > > Archives: > > http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ > > http://moq.org.uk/pipermail/moq_discuss_archive/ > > > Moq_Discuss mailing list > Listinfo, Unsubscribing etc. > http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org > Archives: > http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ > http://moq.org.uk/pipermail/moq_discuss_archive/ > Moq_Discuss mailing list > Listinfo, Unsubscribing etc. > http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org > Archives: > http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ > http://moq.org.uk/pipermail/moq_discuss_archive/ > Moq_Discuss mailing list Listinfo, Unsubscribing etc. http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org Archives: http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ http://moq.org.uk/pipermail/moq_discuss_archive/
