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/
