Mati: This goes to the issue of thinking=intellect which has many pitfalls inherent to SOM, and I don't think gets us any closer to a unified or coherent way of defining intellect. Though I do think that reflective practice, which I believe you are referring under the right conditions elicit a response with values are directly or inherently intellect in nature. This goes to the never ending question of defining intellect and I would add an additional question and understanding how do intellectual values manifest themselves as key questions.
[Krimel] I think the problem is we are not going to find agreement on a definition of intellect or the intellectual level. They are fuzzy terms that even folks who have made careers studying them do not agree upon. Ron: I tend to agree, Snip: 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." 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." 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/
