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16 Most Inspiring Famous Failures
To succeed in business or life, I came to realize that we must continually take remedial actions. Putting myself on the line day after day can be extremely draining, especially when things do not work out as I desired. Hence, each time I face a disappointing event or undesirable outcome, I NEVER FORGET these famous failures:
16 Most Inspiring Famous Failures
Daddy Yankee - Limbo
Video Clips. Duration : 4.25 Mins.
Daddy Yankee - Limbo
Music video by Daddy Yankee performing Limbo.
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The Difference Between Being Smart, Educated, and Intelligent
I've always been intrigued by the subject of intelligence. As a child my mother would refer to me as "smart," but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we'd have a world full of beautiful, smart people - which we don't.
The Difference Between Being Smart, Educated, and Intelligent
Daddy Yankee - Limbo
Video Clips. Duration : 4.25 Mins.
Daddy Yankee - Limbo
Music video by Daddy Yankee performing Limbo.
Daddy Yankee - Limbo
Daddy Yankee - Limbo
Daddy Yankee - Limbo
No URL Daddy Yankee - Limbo
16 Most Inspiring Famous Failures
To succeed in business or life, I came to realize that we must continually take remedial actions. Putting myself on the line day after day can be extremely draining, especially when things do not work out as I desired. Hence, each time I face a disappointing event or undesirable outcome, I NEVER FORGET these famous failures:
16 Most Inspiring Famous Failures
Daddy Yankee - Limbo
Video Clips. Duration : 4.25 Mins.
Daddy Yankee - Limbo
Music video by Daddy Yankee performing Limbo.
Daddy Yankee - Limbo
Daddy Yankee - Limbo
Daddy Yankee - Limbo
No URL Daddy Yankee - Limbo
Enforcing a Child Custody Order Or Visitation Agreement
Violations of a child custody order or a visitation agreement can be serious and sometimes frightening because they might involve actions that pose a danger to the well-being of a child. If you feel that your child is involved in such a violation, you have several options both under civil and criminal law. Regardless of whether the remedy is sought under civil or criminal law, the other party is still entitled to notice and a proper hearing.
Enforcing a Child Custody Order Or Visitation Agreement
Daddy Yankee - Limbo
Video Clips. Duration : 4.25 Mins.
Daddy Yankee - Limbo
Music video by Daddy Yankee performing Limbo.
Daddy Yankee - Limbo
Daddy Yankee - Limbo
Daddy Yankee - Limbo
No URL Daddy Yankee - Limbo
The Difference Between Being Smart, Educated, and Intelligent
I've always been intrigued by the subject of intelligence. As a child my mother would refer to me as "smart," but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we'd have a world full of beautiful, smart people - which we don't.
The Difference Between Being Smart, Educated, and Intelligent
Daddy Yankee - Limbo
Tube. Duration : 4.25 Mins.
Daddy Yankee - Limbo
Music video by Daddy Yankee performing Limbo.
Daddy Yankee - Limbo
Daddy Yankee - Limbo
Daddy Yankee - Limbo
No URL Daddy Yankee - Limbo
Keywords:
Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do "street smarts" matter more than "book smarts"? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one's environment?
America Stupid
The Difference Between Being Smart, Educated, and Intelligent
Then there are the issues of education, intelligence and wisdom.
The Difference Between Being Smart, Educated, and Intelligent
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What does it mean to be highly educated? What's the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?
My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.
My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.
PRENATAL CARE
With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.
There is mounting evidence that the consumption of food that's high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.
Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.
COGNITIVE SKILLS
Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students' ease of learning.
DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT
Drinking while pregnant is not smart. In fact, it's downright stupid.
A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking - especially during the second trimester - is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.
"IQ is a measure of the child's ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function," said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.
Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:
"There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of - or react appropriately to - mistakes."
This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.
ULTRA SOUNDS
Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.
Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.
Commercial companies (which do ultrasounds for "keepsake" purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.
The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.
On the FDA website this information is posted about ultrasounds:
While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.
NATURE VERSUS NURTURE...THE DEBATE CONTINUES
Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it's time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?
Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it's time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn't be an either/or proposition.
A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment - and not genes - makes a bigger difference for minority children in low-income homes.
Specifically, what researchers call "heritability"- the degree to which genes influence IQ - was significantly lower for poor families. "Once you're put into an adequate environment, your genes start to take over," Mr. Turkheimer said, "but in poor environments genes don't have that ability."
But there are reports that contradict these findings...sort of.
Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.
She found that behavioral geneticists refer to such environmental effects as "shared" because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.
In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.
And this is perhaps the most interesting bit of information, and relevant to this section of my article:
With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.
Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.
BREAST-FEEDING INCREASES INTELLIGENCE
Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.
The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.
The results indicated that the longer children had been breast-fed, the higher they scored on such tests.
TALKING TO YOUR CHILDREN MAKES A DIFFERENCE
Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:
There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.
While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.
Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.
Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the "great mission" of the white middle class - the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.
Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.
ACCUMULATED ADVANTAGES
At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.
An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.
Malcolm Gladwell, author of top-selling book Outliers, wrote that "accumulated advantages" are made possible by arbitrary rules...and such unfair advantages are everywhere. "It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success," he writes. "It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention."
With that in mind, we turn our attention to education and intelligence.
WHAT DOES IT MEAN TO BE WELL EDUCATED?
Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?
I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.
Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a "good" education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs - especially those which help the underprivileged - are cut.
The reality is, we don't really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one's character and life through learning.
What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There's always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.
Ironically, the best teachers don't go into the profession for money. They teach because it's a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession - voluntarily and involuntarily - within an average of three years.
At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial "exit" exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.
This mentality carries over into college, which of course there's a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting "A's" and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The "get-the-good-grade" mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.
Alfie Kohn advocates the "exhibition" of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.
He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind," which are: the value of raising questions about evidence ("How do we know what we know?"), point of view, ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?").
Kohn writes: It's only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one's interest or intrinsic motivation to do such thinking...to be well-educated then, is to have the desire as well as the means to make sure that learning never ends...
HISTORY AND PURPOSE OF IQ
We've always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.
Things have changed...or have they?
No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.
It was never intended to be used as an absolute measure of one's intellectual capabilities.
According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child's intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, thereby negatively affecting his or her education and livelihood.
The original interest was in the assessment of 'mental age' -- the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a "scale"), formed the archetype for future tests of intelligence.
H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.
It's important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one's lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.
One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a "fixed" trait.
Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with "dumb" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?
Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:
000 - 070: Definite feeble-mindedness
070 - 079: Borderline deficiency
080 - 089: Dullness
090 - 109: Normal or average intelligence
110 - 119: Superior intelligence
115 - 124: Above average (e.g., university students)
125 - 134: Gifted (e.g., post-graduate students)
135 - 144: Highly gifted (e.g., intellectuals)
145 - 154: Genius (e.g., professors)
155 - 164: Genius (e.g., Nobel Prize winners)
165 - 179: High genius
180 - 200: Highest genius
200 - higher ?: Immeasurable genius
*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).
*Einstein was considered to "only" have an IQ of about 160.
DEFINING INTELLIGENCE
Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.
Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn't even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one's environment, and learn from one's mistakes.
How about that? There's the word environment again. We just can't seem to escape it. This adds deeper meaning to the saying, "When in Rome, do as the Romans do." It means recognizing what's going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.
There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.
Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.
These intelligences are:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Not associated with Dr. Gardner, but equally respected are:
FLUID & CRYSTALLIZED INTELLIGENCE
According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.
Cattell defined fluid intelligence as "...the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships." Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.
Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.
Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.
SUCCESSFUL INTELLIGENCE
Then there's Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.
His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one's overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.
With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.
As an educator, I subscribe to Mr. Sternberg's Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.
EMOTIONAL INTELLIGENCE
In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20% of a person's success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman's assertion begs the question: What accounts for the other 80%?
You guessed it...Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee
relations and increase productivity.
TACIT KNOWLEDGE aka "STREET SMARTS"
You've heard the phrase, "Experience is the greatest teacher..."
In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is "street smarts," which implies that formal, classroom instruction (aka "book smarts") has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.
Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.
Tacit knowledge, or the lessons obtained from it, seems to "stick" both faster and better when the lessons have direct relevance to the individual's goals. Knowledge that is based on one's own practical experience will likely be more instrumental to achieving one's goals than will be knowledge that is based on someone else's experience, or that is overly generic and abstract.
BEING BOTH SMART AND STUPID
Yes, it's possible to be both smart and stupid. I'm sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.
The woman who is a respected, well paid, dynamic executive who consistently chooses men who don't appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.
It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one's brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.
Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one's affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.
The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.
WISDOM & CONCLUSION
My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could "read" people with startling accuracy. Till the very end of her life she shared her "crystallized intelligence" with whomever was receptive to it.
She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I'm being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.
What they have is what we should all aspire to end up with if we are lucky: wisdom.
Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what's important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.
The Difference Between Being Smart, Educated, and Intelligent
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Civil Remedies
America Stupid
Enforcing a Child Custody Order Or Visitation Agreement
Civil remedies usually involve some form of monetary reimbursement or court order decreeing that the other spouse do something or refrain from doing something. Unlike criminal remedies, civil remedies are aimed at alleviating the wrongdoings rather than punishing the offending person. Some civil remedies for violations of a child custody order are:
Enforcing a Child Custody Order Or Visitation Agreement
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Contempt of court: The court may hold the violating party in contempt of court if there has been a previous court order involved. Contempt of court typically involves a fine for the violating party, as well as further orders and instructions, such as returning the child to the other parent. Injunctions and Restraining Orders: These are court orders which require the other party to take certain courses of action or to refrain from certain acts. These can include orders to stay a certain distance from a child, or orders not to contact the child. The party seeking an injunction or restraining order must usually be able to prove that other remedies (such as money damages) are insufficient to correct the situation. Monetary damages: In certain cases, one parent may be able to obtain money damages if the violation has resulted in ascertainable (provable) losses to the parent or child. Modification of the child custody/support/visitation order: Sometimes the offending spouse may be in violation simply because the child custody or visitation agreement has no longer become practical. For example, this may be due to a change in employment or a relocation to a different area. In such cases modifying the agreement can be a peaceable way to avoid further conflicts.
Criminal Remedies
In serious cases, the court may opt to enforce criminal sanctions in attempts to enforce a child custody order. Unlike civil remedies, these are meant to punish the offending spouse as well as deter future violations of such agreements. They are typically reserved for more egregious instances such as those involving kidnapping or repeated violations occurring over an extended period of time.
Criminal liability: If there are criminal charges involved such as kidnapping or false imprisonment, then a criminal suit may be initiated against the other party. A lawyer will be able to determine whether criminal charges lie and whether a criminal suit will likely be successful Punitive Modifications of Custody Order: The judge may choose to modify the custody or visitation order, as in a civil remedy. However, under a criminal, punitive modification, the changes will be made in order to reflect a punitive intent to enforce the decree, such as reducing visitation time or eliminating certain rights altogether. Posting of a bond: A bond is a certain amount of monetary payment that is issued upon the violating party in order to compel them to comply with the agreement. If the person cannot afford to pay, a lien may be levied against their property such as a house or other valuable possessions. Contempt of court: This is similar to civil contempt of court, except that in criminal contempt of court, the violating party cannot avoid jail time by paying a fee. Usually reserved for repeated violations of custody agreements or to enforce prior instances of contempt.
Remedies for Instances not Involving a Custody Order or Visitation Agreement
In some instances, clear violations of the law may occur even before a child custody arrangement has been reached. Although it is always best to be prompt in obtaining a child custody arrangement, in the event that a violation occurs, a parent may take the following action in the absence of an agreement:
Sue for interference: The aggrieved party can sometimes file a claim for interference if the violation has resulted in some form of loss to the parent (usually dealing with child support). This is rarely granted, but some states have statutes covering interference claims. Alternatively, the parent may sue for infliction of emotional distress if the other person has intended to cause such distress through their actions.
Criminal Charges: As discussed above, criminal charges may be pressed if the person in violation has committed some form of crime such as kidnapping. In such cases, the charges may be pressed even in the absence of a formal custody and visitation agreement.
Exercise of "Court Discretionary Powers": In child custody cases, courts have much discretion to make decisions that are in the best interest of the child. "Discretion" means that the court can exercise their own powers of judgment to make a ruling or decision, even if such ruling may be contrary to public policy or case law. For example, the court may make the decision to enforce restrictions on the violating parent or to require additional mandates aside from a regular custody order.
Do I need a Lawyer to Enforce the Custody and Visitation Order?
In some instances, hiring a lawyer is not the parent's most immediate concern, especially if the case involves an emergency such as a kidnapping or if the child cannot be located. In such emergencies, one should contact local police enforcement authorities in order to address the situation. However, after the situation has been remedied and the child's safety has been ensured, the person may wish to contact a lawyer to see what additional courses of action they have.
Even in less extreme cases, a parent would still be wise to contact a lawyer regarding violations of a child custody order. When contacting the lawyer, here are some points to consider in conclusion:
Determine whether a formal child custody and visitation arrangement has been formally issued for the child and the parents. If none has been issued, it is probably best to obtain one diligently and without delay In the event of an actual violation of the custody order, understand the basic remedies available to you, and how they are different according to civil and criminal law settings If you cannot arrive at a suitable remedy, the court may still be able to assist you using their discretionary powers in order to issue a different decree
Enforcing a Child Custody Order Or Visitation Agreement
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1. Bill Gates, founder and chairman of Microsoft, has literally changed the work culture of the world in the 21st century, by simplifying the way computer is being used. He happens to be the world's richest man for the last one decade. However, in the 70's before starting out, he was a Harvard University dropout. The most ironic part is that, he started a software company (that was soon to become Microsoft) by purchasing the software technology from "someone" for only $US50 back then.
America Stupid
16 Most Inspiring Famous Failures
2. Abraham Lincoln, received no more than 5 years of formal education throughout his lifetime. When he grew up, he joined politics and had 12 major failures before he was elected the 16th President of the United States of America.
16 Most Inspiring Famous Failures
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3. Isaac Newton was the greatest English mathematician of his generation. His work on optics and gravitation made him one of the greatest scientists the world has even known. Many thought that Isaac was born a genius, but he wasn't! When he was young, he did very poorly in grade school, so poor that his teachers became clueless in improving his grades.
4. Ludwig van Beethoven, a German composer of classical music, is widely regarded as one of history's supreme composers. His reputation has inspired - and in many cases intimidated - composers, musicians, and audiences who were to come after him. Before the start of his career, Beethoven's music teacher once said of him "as a composer, he is hopeless". And during his career, he lost his hearing yet he managed to produce great music - a deaf man composing music, ironic isn't!
5. Thomas Edison who developed many devices which greatly influenced life in the 20th century. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S patents to his name. When he was a boy his teacher told him he was too stupid to learn anything. When he set out on his own, he tried more than 9,000 experiments before he created the first successful light bulb.
6. The Woolworth Company was a retail company that was one of the original five-and-ten-cent stores. The first Woolworth's store was founded in 1878 by Frank Winfield Woolworth and soon grew to become one of the largest retail chains in the world in the 20th century. Before starting his own business, Woolworth got a job in a dry goods store when he was 21. But his employer would not let him serve any customer because he concluded that Frank "didn't have enough common sense to serve the customers".
7. By acclamation, Michael Jordon is the greatest basketball player of all time. A phenomenal athlete with a unique combination of grace, speed, power, artistry, improvisational ability and an unquenchable competitive desire. Jordan single-handedly redefined the NBA superstar. Before joining NBA, Jordan was just an ordinary person, so ordinary that was cut from high school basketball team because of his "lack of skill".
8. Walter Disney was American film producer, director, screenwriter, voice actor, and animator. One of the most well-known motion picture producers in the world, Disney founded a production company. The corporation, now known as The Walt Disney company, makes average revenue of US billion annually. Disney started his own business from his home garage and his very first cartoon production went bankrupt. During his first press conference, a newspaper editor ridiculed Walt Disney because he had no good ideas in film production.
9. Winston Churchill failed the 6th grade. However, that never stopped him to work harder! He strived and eventually became the Prime Minister of the United Kingdom during the Second World War. Churchill is generally regarded as one of the most important leaders in Britain and world history. In a poll conducted by the BBC in 2002 to identify the "100 Greatest Britons", participants voted Churchill as the most important of all.
10. Steven Spielberg is an American film director. He has won 3 Academy Awards an ranks among the most successful filmmakers in history. Most of all, Steven was recognized as the financially most successful motion picture director of all time. During his childhood, Spielberg dropped out of junior high school. He was persuaded to come back and was placed in a learning-disabled class. He only lasted a month and then dropped out of school forever.
11. Albert Einstein was a theoretical physicist widely regarded as the most important scientist of the 20th century. He was awarded the 1921 Nobel Prize for Physics for his explanation of the photoelectric effect in 1905 and "for his services to Theoretical Physics". However, when Einstein was young, his parents thought he was mentally retarded. His grades in school were so poor that a teacher asked him to quit, saying, "Einstein, you will never amount to anything!"
12. In 1947, one year into her contract, Marilyn Monroe was dropped by 20th Century-Fox because her producer thought she was unattractive and cannot act. That didn't deter her at all! She kept on going and eventually she was recognized by the public as the 20th century's most famous movie star, sex symbol and pop icon.
13. John Grisham's first novel was rejected by sixteen agents and twelve publishing houses. He went on writing and writing until he became best known as a novelist and author for his works of modern legal drama. The media has coined him as one of the best novel authors even alive in the 21st century.
14. Henry Ford's first two automobile companies failed. That did not stop him from incorporating Ford Motor Company and being the first to apply assembly line manufacturing to the production of affordable automobiles in the world. He not only revolutionized industrial production in the United States and Europe, but also had such influence over the 20th century economy and society. His combination of mass production, high wages and low prices to consumers has initiated a management school known as "Fordism". He became one of the three most famous and richest men in the world during his time.
15. Soichiro Honda was turned down by Toyota Motor Corporation during a job interview as "engineer" after World War Two. He continued to be jobless until his neighbors starting buying his "home-made scooters". Subsequently, he set out on his own to start his own company. Honda. Today, the Company has grown to become the world's largest motorcycle manufacturer and one of the most profitable automakers - beating giant automaker such as GM and Chrysler. With a global network of 437 subsidiaries, Honda develops, manufactures, and markets a wide variety of products ranging from small general-purpose engines and scooters to specialty sports cars.
16. Akio Morita, founder of giant electric household products, Sony Corporation, first product was an electric rice cooker, only sold 100 cookers (because it burned rice rather than cooking). Today, Sony is generating US billion in revenue and ranked as the world's 6th largest electronic and electrical company.
16 Most Inspiring Famous Failures
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Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do "street smarts" matter more than "book smarts"? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one's environment?
America Stupid
The Difference Between Being Smart, Educated, and Intelligent
Then there are the issues of education, intelligence and wisdom.
The Difference Between Being Smart, Educated, and Intelligent
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What does it mean to be highly educated? What's the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?
My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.
My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.
PRENATAL CARE
With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.
There is mounting evidence that the consumption of food that's high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.
Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.
COGNITIVE SKILLS
Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students' ease of learning.
DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT
Drinking while pregnant is not smart. In fact, it's downright stupid.
A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking - especially during the second trimester - is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.
"IQ is a measure of the child's ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function," said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.
Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:
"There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of - or react appropriately to - mistakes."
This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.
ULTRA SOUNDS
Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.
Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.
Commercial companies (which do ultrasounds for "keepsake" purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.
The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.
On the FDA website this information is posted about ultrasounds:
While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.
NATURE VERSUS NURTURE...THE DEBATE CONTINUES
Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it's time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?
Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it's time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn't be an either/or proposition.
A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment - and not genes - makes a bigger difference for minority children in low-income homes.
Specifically, what researchers call "heritability"- the degree to which genes influence IQ - was significantly lower for poor families. "Once you're put into an adequate environment, your genes start to take over," Mr. Turkheimer said, "but in poor environments genes don't have that ability."
But there are reports that contradict these findings...sort of.
Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.
She found that behavioral geneticists refer to such environmental effects as "shared" because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.
In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.
And this is perhaps the most interesting bit of information, and relevant to this section of my article:
With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.
Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.
BREAST-FEEDING INCREASES INTELLIGENCE
Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.
The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.
The results indicated that the longer children had been breast-fed, the higher they scored on such tests.
TALKING TO YOUR CHILDREN MAKES A DIFFERENCE
Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:
There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.
While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.
Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.
Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the "great mission" of the white middle class - the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.
Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.
ACCUMULATED ADVANTAGES
At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.
An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.
Malcolm Gladwell, author of top-selling book Outliers, wrote that "accumulated advantages" are made possible by arbitrary rules...and such unfair advantages are everywhere. "It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success," he writes. "It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention."
With that in mind, we turn our attention to education and intelligence.
WHAT DOES IT MEAN TO BE WELL EDUCATED?
Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?
I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.
Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a "good" education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs - especially those which help the underprivileged - are cut.
The reality is, we don't really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one's character and life through learning.
What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There's always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.
Ironically, the best teachers don't go into the profession for money. They teach because it's a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession - voluntarily and involuntarily - within an average of three years.
At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial "exit" exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.
This mentality carries over into college, which of course there's a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting "A's" and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The "get-the-good-grade" mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.
Alfie Kohn advocates the "exhibition" of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.
He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind," which are: the value of raising questions about evidence ("How do we know what we know?"), point of view, ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?").
Kohn writes: It's only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one's interest or intrinsic motivation to do such thinking...to be well-educated then, is to have the desire as well as the means to make sure that learning never ends...
HISTORY AND PURPOSE OF IQ
We've always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.
Things have changed...or have they?
No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.
It was never intended to be used as an absolute measure of one's intellectual capabilities.
According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child's intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, thereby negatively affecting his or her education and livelihood.
The original interest was in the assessment of 'mental age' -- the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a "scale"), formed the archetype for future tests of intelligence.
H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.
It's important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one's lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.
One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a "fixed" trait.
Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with "dumb" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?
Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:
000 - 070: Definite feeble-mindedness
070 - 079: Borderline deficiency
080 - 089: Dullness
090 - 109: Normal or average intelligence
110 - 119: Superior intelligence
115 - 124: Above average (e.g., university students)
125 - 134: Gifted (e.g., post-graduate students)
135 - 144: Highly gifted (e.g., intellectuals)
145 - 154: Genius (e.g., professors)
155 - 164: Genius (e.g., Nobel Prize winners)
165 - 179: High genius
180 - 200: Highest genius
200 - higher ?: Immeasurable genius
*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).
*Einstein was considered to "only" have an IQ of about 160.
DEFINING INTELLIGENCE
Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.
Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn't even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one's environment, and learn from one's mistakes.
How about that? There's the word environment again. We just can't seem to escape it. This adds deeper meaning to the saying, "When in Rome, do as the Romans do." It means recognizing what's going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.
There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.
Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.
These intelligences are:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Not associated with Dr. Gardner, but equally respected are:
FLUID & CRYSTALLIZED INTELLIGENCE
According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.
Cattell defined fluid intelligence as "...the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships." Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.
Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.
Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.
SUCCESSFUL INTELLIGENCE
Then there's Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.
His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one's overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.
With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.
As an educator, I subscribe to Mr. Sternberg's Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.
EMOTIONAL INTELLIGENCE
In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20% of a person's success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman's assertion begs the question: What accounts for the other 80%?
You guessed it...Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee
relations and increase productivity.
TACIT KNOWLEDGE aka "STREET SMARTS"
You've heard the phrase, "Experience is the greatest teacher..."
In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is "street smarts," which implies that formal, classroom instruction (aka "book smarts") has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.
Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.
Tacit knowledge, or the lessons obtained from it, seems to "stick" both faster and better when the lessons have direct relevance to the individual's goals. Knowledge that is based on one's own practical experience will likely be more instrumental to achieving one's goals than will be knowledge that is based on someone else's experience, or that is overly generic and abstract.
BEING BOTH SMART AND STUPID
Yes, it's possible to be both smart and stupid. I'm sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.
The woman who is a respected, well paid, dynamic executive who consistently chooses men who don't appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.
It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one's brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.
Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one's affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.
The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.
WISDOM & CONCLUSION
My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could "read" people with startling accuracy. Till the very end of her life she shared her "crystallized intelligence" with whomever was receptive to it.
She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I'm being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.
What they have is what we should all aspire to end up with if we are lucky: wisdom.
Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what's important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.
The Difference Between Being Smart, Educated, and Intelligent
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1. Bill Gates, founder and chairman of Microsoft, has literally changed the work culture of the world in the 21st century, by simplifying the way computer is being used. He happens to be the world's richest man for the last one decade. However, in the 70's before starting out, he was a Harvard University dropout. The most ironic part is that, he started a software company (that was soon to become Microsoft) by purchasing the software technology from "someone" for only $US50 back then.
America Stupid
16 Most Inspiring Famous Failures
2. Abraham Lincoln, received no more than 5 years of formal education throughout his lifetime. When he grew up, he joined politics and had 12 major failures before he was elected the 16th President of the United States of America.
16 Most Inspiring Famous Failures
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3. Isaac Newton was the greatest English mathematician of his generation. His work on optics and gravitation made him one of the greatest scientists the world has even known. Many thought that Isaac was born a genius, but he wasn't! When he was young, he did very poorly in grade school, so poor that his teachers became clueless in improving his grades.
4. Ludwig van Beethoven, a German composer of classical music, is widely regarded as one of history's supreme composers. His reputation has inspired - and in many cases intimidated - composers, musicians, and audiences who were to come after him. Before the start of his career, Beethoven's music teacher once said of him "as a composer, he is hopeless". And during his career, he lost his hearing yet he managed to produce great music - a deaf man composing music, ironic isn't!
5. Thomas Edison who developed many devices which greatly influenced life in the 20th century. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S patents to his name. When he was a boy his teacher told him he was too stupid to learn anything. When he set out on his own, he tried more than 9,000 experiments before he created the first successful light bulb.
6. The Woolworth Company was a retail company that was one of the original five-and-ten-cent stores. The first Woolworth's store was founded in 1878 by Frank Winfield Woolworth and soon grew to become one of the largest retail chains in the world in the 20th century. Before starting his own business, Woolworth got a job in a dry goods store when he was 21. But his employer would not let him serve any customer because he concluded that Frank "didn't have enough common sense to serve the customers".
7. By acclamation, Michael Jordon is the greatest basketball player of all time. A phenomenal athlete with a unique combination of grace, speed, power, artistry, improvisational ability and an unquenchable competitive desire. Jordan single-handedly redefined the NBA superstar. Before joining NBA, Jordan was just an ordinary person, so ordinary that was cut from high school basketball team because of his "lack of skill".
8. Walter Disney was American film producer, director, screenwriter, voice actor, and animator. One of the most well-known motion picture producers in the world, Disney founded a production company. The corporation, now known as The Walt Disney company, makes average revenue of US billion annually. Disney started his own business from his home garage and his very first cartoon production went bankrupt. During his first press conference, a newspaper editor ridiculed Walt Disney because he had no good ideas in film production.
9. Winston Churchill failed the 6th grade. However, that never stopped him to work harder! He strived and eventually became the Prime Minister of the United Kingdom during the Second World War. Churchill is generally regarded as one of the most important leaders in Britain and world history. In a poll conducted by the BBC in 2002 to identify the "100 Greatest Britons", participants voted Churchill as the most important of all.
10. Steven Spielberg is an American film director. He has won 3 Academy Awards an ranks among the most successful filmmakers in history. Most of all, Steven was recognized as the financially most successful motion picture director of all time. During his childhood, Spielberg dropped out of junior high school. He was persuaded to come back and was placed in a learning-disabled class. He only lasted a month and then dropped out of school forever.
11. Albert Einstein was a theoretical physicist widely regarded as the most important scientist of the 20th century. He was awarded the 1921 Nobel Prize for Physics for his explanation of the photoelectric effect in 1905 and "for his services to Theoretical Physics". However, when Einstein was young, his parents thought he was mentally retarded. His grades in school were so poor that a teacher asked him to quit, saying, "Einstein, you will never amount to anything!"
12. In 1947, one year into her contract, Marilyn Monroe was dropped by 20th Century-Fox because her producer thought she was unattractive and cannot act. That didn't deter her at all! She kept on going and eventually she was recognized by the public as the 20th century's most famous movie star, sex symbol and pop icon.
13. John Grisham's first novel was rejected by sixteen agents and twelve publishing houses. He went on writing and writing until he became best known as a novelist and author for his works of modern legal drama. The media has coined him as one of the best novel authors even alive in the 21st century.
14. Henry Ford's first two automobile companies failed. That did not stop him from incorporating Ford Motor Company and being the first to apply assembly line manufacturing to the production of affordable automobiles in the world. He not only revolutionized industrial production in the United States and Europe, but also had such influence over the 20th century economy and society. His combination of mass production, high wages and low prices to consumers has initiated a management school known as "Fordism". He became one of the three most famous and richest men in the world during his time.
15. Soichiro Honda was turned down by Toyota Motor Corporation during a job interview as "engineer" after World War Two. He continued to be jobless until his neighbors starting buying his "home-made scooters". Subsequently, he set out on his own to start his own company. Honda. Today, the Company has grown to become the world's largest motorcycle manufacturer and one of the most profitable automakers - beating giant automaker such as GM and Chrysler. With a global network of 437 subsidiaries, Honda develops, manufactures, and markets a wide variety of products ranging from small general-purpose engines and scooters to specialty sports cars.
16. Akio Morita, founder of giant electric household products, Sony Corporation, first product was an electric rice cooker, only sold 100 cookers (because it burned rice rather than cooking). Today, Sony is generating US billion in revenue and ranked as the world's 6th largest electronic and electrical company.
16 Most Inspiring Famous Failures
Friday, October 26, 2012
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
As I am wont to do on a Tuesday morning in July, I was daydreaming about International Talk Like a Pirate Day, which I make a point of honoring every year. And, in true Carrie Bradshaw style, I "couldn't help but wonder" how many other silly holidays and commemoration days there are in the world.
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
A quick trawl round the 'Net revealed that there are in fact hundreds of weird and wonderful holidays and commemoration days celebrated around the world. Far too many to list here, so here are my top 75. They're all real - Google them if you don't believe me!
America Stupid
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
16 January - Appreciate a Dragon Day
22 January - Answer your Cat's Questions Day ('When's dinner?' 'What's for dinner?' 'Dinner?')
26 January - Bubble Wrap Appreciation Day
31 January - National Gorilla Suit Day
7 February - Wave all your Fingers at your Neighbours Day
8 February - Laugh and Get Rich Day
13 February - Blame Someone Else Day
21 February - Introduce a Girl to Engineering Day
3 March - What if Cats and Dogs had Opposable Thumbs Day
14 March - International Fanny Pack Day (possibly only funny in the UK)
20 March - Snowman Burning Day (how does that work?)
31 March - National "She's Funny That Way" Day
11 April - International "Louie Louie" Day
15 April - Take a Wild Guess Day
23 April - Talk like Shakespeare Day
24 April - National Hairball Awareness Day
26 April - Hug an Australian Day
1 May - No Pants Day
3 May - Lumpy Rug Day
3 May - National Two Different Coloured Shoes Day
4 May - Respect for Chickens Day
9 May- Stay up All Night Day
13 May - Root Canal Appreciation Day
14 May - National Chicken Dance Day
20 May - International Day of Dishwashing Liquids
22 May - National Wig Out Day
28 May - Slugs Return from Capistrano Day
2 June - Yell "Fudge" at the Cobras in North America Day
6 June - Doo-dah Day
8 June - Upsy Daisy Day
19 June - World Sauntering Day
22 June - Stupid Guy Thing Day
26 June - Ugly Dog Day
29 June - Please Take my Children to Work Day (...because they are driving me bloomin' mad)
1 July - Second Half of the Year Day
2 July - I Forget Day
3 July - Compliment your Mirror Day (oh baby, you're soooo good at reflections...)
6 July - Take your Webmaster to Lunch Day
10 July - Don't Step on a Bee Day
13 July - Embrace your Geekness Day
22 July - Spoonerism Day
25 July - Cow Appreciation Day (oh Daisy, you're really moo-tiful)
7 August - Particularly Preposterous Packaging Day
8 August - Sneak Some Zucchini onto your Neighbour's Porch Night (could this be any more random?)
12 August - Sewing Machine Day
17 August - Meaning of "is" Day (go on then - what does "is" mean?)
22 August - Southern Hemisphere Hoodie Hoo Day
28 August - Race your Mouse Around the Icons Day
28 August - Crackers Over the Keyboard Day
5 September - Be Late for Something Day
19 September - International Talk Like a Pirate Day
19 September - Wife Appreciation Day
19 September - Big Whopper Liar Day (I'm sure there's a way to combine all three of 19 September's silly holidays...)
26 September - Fish Amnesty Day (don't worry, Codfather - you're safe, for one day only)
12 October - International Moment of Frustration Scream Day
12 October - National Kick Butt Day
14 October - Be Bald and Be Free Day
17 October - World Toy Camera Day
22 October - Caps Lock Day (or is that CAPS LOCK DAY?)
27 October - Cranky Co-Workers Day
30 October - Create a Great Funeral Day (like you're going to be around to enjoy it...)
30 October - Haunted Refrigerator Night
8 November - Cook Something Bold and Pungent Day (my husband's socks ought to do the trick)
18 November - Married to a Scorpio Support Day
19 November - World Toilet Day
19 November - Have a Bad Day Day
20 November - Name your PC Day (I typed this list on Beryl, my trusty laptop)
25 November - Tie One On Day
30 November - Stay at Home because you're Well Day
1 December - Bifocals at the Monitor Liberation Day (totally baffled by this one... anyone?)
5 December - Ninja Day
5 December - Bathtub Party Day (those bathtubs really know how to celebrate)
15 December - Cat Herders Day
16 December - Barbie and Barney Backlash Day
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days
And if none of those tickle your fancy, there's always 26 March - Make up your Own Holiday Day.
Strange Days - The World's Top 75 Silly Holidays and Commemoration Days