INTELLIGENCE.

........ INTELLIGENCE ........

For the human faculty of thinking and understanding is called intelligence. Intelligence has been defined in many ways: the capacity for abstraction, logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. More generally, it can be described as the ability to perceive or infer information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context. Intelligence is most often studied in humans but has also been observed in both non-human animals and in plants despite controversy as to whether some of these forms of life exhibit intelligence. Intelligence in computers or other machines is called artificial intelligence. The word intelligence derives from the Latin nouns intelligentia or intellēctus, which in turn stem from the verb intelligere, to comprehend or perceive. In the Middle Ages, the word intellectus became the scholarly technical term for understanding, and a translation for the Greek philosophical term nous. This term, however, was strongly linked to the metaphysical and cosmological theories of teleological scholasticism, including theories of the immortality of the soul, and the concept of the active intellect (also known as the active intelligence). This approach to the study of nature was strongly rejected by the early modern philosophers such as Francis Bacon, Thomas Hobbes, John Locke, and David Hume, all of whom preferred "understanding" (in place of "intellectus" or "intelligence") in their English philosophical works.Hobbes for example, in his Latin De Corpore, used "intellectus intelligit", translated in the English version as "the understanding understandeth", as a typical example of a logical absurdity."Intelligence" has therefore become less common in English language philosophy, but it has later been taken up (with the scholastic theories which it now implies) in more contemporary psychology. (more unsolved problems in philosophy) The definition of intelligence is controversial, varying in what its abilities are and whether or not it is quantifiable. In 1994 the "Mainstream Science on Intelligence" was published, as an op-ed statement in the Wall Street Journal, as a response to controversy over the book The Bell Curve which proposed policy changes based on purported connections between race and intelligence. It was signed by fifty-two researchers, out of 131 total invited to sign, with 48 explicitly refusing to sign. The op-ed described intelligence thus:[8] 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. From Intelligence: Knowns and Unknowns (1995), a report published by the Board of Scientific Affairs of the American Psychological Association, also in response to controversy over The Bell Curve: 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. "Intelligence is a force, F, that acts so as to maximize future freedom of action. It acts to maximize future freedom of action, or keep options open, with some strength T, with the diversity of possible accessible futures, S, up to some future time horizon, τ. In short, intelligence doesn't like to get trapped". Human Human intelligence Human intelligence is the intellectual power of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness.[19] Intelligence enables humans to remember descriptions of things and use those descriptions in future behaviors. It is a cognitive process. It gives humans the cognitive abilities to learn, form concepts, understand, and reason, including the capacities to recognize patterns, innovate, plan, solve problems, and employ language to communicate. Intelligence enables humans to experience and think. Intelligence is different from learning. Learning refers to the act of retaining facts and information or abilities and being able to recall them for future use, while intelligence is the cognitive ability of someone to perform these and other processes. There have been various attempts to quantify intelligence via testing, such as the Intelligence Quotient (IQ) test. However, many people disagree with the validity of IQ tests, stating that they cannot accurately measure intelligence. There is debate about if human intelligence is based on hereditary factors or if it is based on environmental factors. Hereditary intelligence is the theory that intelligence is fixed upon birth and not able to grow. Environmental intelligence is the theory that intelligence is developed throughout life depending on the environment around the person. An environment that cultivates intelligence is one that challenges the person's cognitive abilities. Much of the above definition applies also to the intelligence of non-human animals.[citation needed] Emotional Main article: Emotional intelligence Emotional intelligence is thought to be the ability to convey emotion to others in an understandable way as well as to read the emotions of others accurately.Some theories imply that a heightened emotional intelligence could also lead to faster generating and processing of emotions in addition to the accuracy.In addition, higher emotional intelligence is thought to help us manage emotions, which is beneficial for our problem-solving skills. Emotional intelligence is important to our mental health and has ties into social intelligence. Social Main article: Social intelligence Social intelligence is the ability to understand the social cues and motivations of others and oneself in social situations. It is thought to be distinct to other types of intelligence, but has relations to emotional intelligence. Social intelligence has coincided with other studies that focus on how we make judgements of others, the accuracy with which we do so, and why people would be viewed as having positive or negative social character. There is debate as to whether or not these studies and social intelligence come from the same theories or if there is a distinction between them, and they are generally thought to be of two different schools of thought. Book smart and street smart Concepts of "book smarts" and "street smart" are contrasting views based on the premise that some people have knowledge gained through academic study, but may lack the experience to sensibly apply that knowledge, while others have knowledge gained through practical experience, but may lack accurate information usually gained through study by which to effectively apply that knowledge. Artificial intelligence researcher Hector Levesque has noted that: Given the importance of learning through text in our own personal lives and in our culture, it is perhaps surprising how utterly dismissive we tend to be of it. It is sometimes derided as being merely "book knowledge," and having it is being "book smart." In contrast, knowledge acquired through direct experience and apprenticeship is called "street knowledge," and having it is being "street smart". "According to Psychologists, there are four types of Intelligence: 1) Intelligence Quotient (IQ) 2) Emotional Quotient (EQ) 3) Social Quotient (SQ) 4) Adversity Quotient (AQ) 1. Intelligence Quotient (IQ): this is the measure of your level of comprehension. You need IQ to solve maths, memorize things, and recall lessons. 2. Emotional Quotient (EQ): this is the measure of your ability to maintain peace with others, keep to time, be responsible, be honest, respect boundaries, be humble, genuine and considerate. 3. Social Quotient (SQ): this is the measure of your ability to build a network of friends and maintain it over a long period of time. People that have higher EQ and SQ tend to go further in life than those with a high IQ but low EQ and SQ. Most schools capitalize on improving IQ levels while EQ and SQ are played down. A man of high IQ can end up being employed by a man of high EQ and SQ even though he has an average IQ. Your EQ represents your Character, while your SQ represents your Charisma. Give in to habits that will improve these three Qs, especially your EQ and SQ. Now there is a 4th one, a new paradigm: 4. The Adversity Quotient (AQ): The measure of your ability to go through a rough patch in life, and come out of it without losing your mind. When faced with troubles, AQ determines who will give up, who will abandon their family, and who will consider suicide. Parents please expose your children to other areas of life than just Academics. They should adore manual labour (never use work as a form of punishment), Sports and Arts. Develop their IQ, as well as their EQ, SQ and AQ. They should become multifaceted human beings able to do things independently of their parents. Finally, do not prepare the road for your children. Prepare your children for the road." Thanks for reading. AMIN MUSSE. The Speaker of the Somali People. Presidential candidate.