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The difference between being intelligent, educated, intelligent and

I've always been intrigued by the theme of intelligence. As a child, my mother refers to me as "smart", but I quickly noticed that all parents refer to their children as smart. In time, I discovered that all children are not intelligent, like all babies are not cute. If this were the case, we would have a world full beautiful, intelligent people – we have not.

Some of us are smart, but not as smart as we think, and other are more intelligent than they seem, which makes me wonder, how do we define smart? What makes a person smarter than another? When the street smart "are more important than quirky book? Can you be both smart and stupid? Will be Intelligent increasingly influenced by genetics or environment?

Then there are the issues of education, intelligence and wisdom.

What it means to be educated? What is the difference between being highly educated and highly intelligent? The Being highly educated automatically make you a great intellect? Can be very smart without being well educated? IQ really say something thing? What makes a person wise? Why wisdom generally associated with old age?

My desire to seek answers to these questions inspired many hours of intense research that included reading 6 books, hundreds of research papers, and countless hours on the Internet, which is nothing compared to the lifetime of study and research that pioneers in the fields of intelligence and education as 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: collect, synthesize, and define data on what it means to be intelligent, educated, intelligent so it can be understood and used by everyone for their benefit.

PRENATAL CARE

In this spirit, there was not a best (or most suitable) place to start than at the beginning of our existence as a fetus in the uterus. There is a reason why they call it "Prenatal", which means place, existing or performed before birth.

There is increasing evidence that consumption of food that is rich in iron before and during pregnancy is essential for the construction of the prenatal brain. The researchers found a strong association between a deficiency iron during pregnancy and decreased IQ. Foods rich in iron are lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafood, nuts, dried fruit, oatmeal, and fortified cereals.

Children with iron status in utero (in utero) lower scores on all tests and had the capacity of language much lower, fine motor, and traceability that children Prenatal Higher iron levels. In essence, the ANC is essential for the proper development of cognitive skills.

Cognitive Skills

Skills cognitive abilities of mental basis we use to think, explore 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 specific tasks. They can be individually identified and measured. strength of cognitive skills and effectiveness is directly correlated with ease student learning.

DRINKING, pregnancy, and its impact INTELLECTUAL

Drinking during pregnancy is not intelligent. In fact, it is downright stupid.

A study in Alcoholism: Clinical & Experimental Research found that even light to moderate drinking – especially during the second trimester – is associated with an IQ of offspring 10 years. This result was especially pronounced among African-American rather than Caucasian offspring.

"IQ is a measure of the ability of children to learn and survive in its environment. It predicts the likelihood of success in school and in the life. Although a small but significant percentage of children are diagnosed with fetal alcohol syndrome (FAS) annually, much more children are exposed to alcohol during pregnancy that do not meet criteria for FAS yet experience deficits in growth and function cognitive, "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 of psychiatry and behavioral sciences at the University of Washington has this to say on the subject:

"There are a number of areas of cognitive functioning that may be affected, even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive function (the ability to solve problems and learn from the experience). Deficits in intellectual, achievement, adaptation, and executive functioning could make it difficult as appropriately manage finances, function independently without assistance, and understand the consequences of – or react appropriately – of errors. "

This is one of the main conclusions that speaks directly to the definition (psychological) of the intelligence discussed later in this article.

ULTRA SOUNDS

Studies have shown that frequent exposure the human fetus to ultrasound waves is associated with a decrease in body weight of the newborn, an increased frequency of left-handers, and delayed speech.

Because ultrasound energy is a high frequency mechanical vibrations, the researchers hypothesized that could 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 lead to abnormal brain function.

Commercial companies (who do ultrasounds for "remembrance" purposes) are in the process of creating more powerful ultrasound machines capable of providing 3D and 4D images popular. The procedure, however, lasts longer, so they try to make videos of 30 minutes of the fetus in the uterus.

The main stream magazine New Scientist reported the following: U.S. can prevent the cells to divide and make them commit suicide. routine analysis, PEEK doctors who left the fetus and internal organs for the past 40 years, affecting the normal cell cycle.

On the FDA website This information is displayed on the ultrasound:

Although ultrasound has been around for many years, pregnant women and their families need to know that the long-term effects of repeated exposure to ultrasound on the fetus are not fully known. Based all that remains unknown, having a prenatal ultrasound for nonmedical reasons is not a good idea.

NATURE Innate … debate continues

Now that you are aware of some known factors that determine, enhance, and impact intellectual development of a fetus, it is time to design. Once baby is born, to be more crucial in the development of intelligence: nature (genetic) or acquired (the environment)

Apparently for centuries, scientists and psychologists have done before back and forth on this point. I have read many studies and comprehensive reports on this subject during the research phase of this article, and I think is time to put this debate to rest. Both nature and nurture are equally important and must be fully applied in the development intellectual of all children. This should never be one or the other proposal – why take the risk?

A recent study shows that the intervention early home and school can make a big difference for a child born in extreme poverty, according to Eric Turkheim, a psychologist at University of Virginia in Charlottesville. The study concludes that, although the genetic differences explain most of the IQ children from wealthy families, the environment – not genes – provides a greater difference for minority children in households with low income.

Specifically, what researchers call "heritability" – the extent to which genes influence IQ – was significantly lower for poor families. "Once you are placed in a suitable environment, your genes start to take more, "said Turkheim, but in the gene-poor environments do not have this capacity."

But there are reports that contradict these results … somehow.

Linda S. Gottfredson, a professor of education at the University of Delaware, wrote in his article, The General Intelligence factor that environments shared by siblings have little to do with the IQ. Many people still mistakenly believe that the social, psychological and economic differences between families to create lasting and marked differences IQ.

She found that behavior geneticists refer to these effects on the environment as "shared" because they are common to brothers and sisters who have grown up together. His report indicates that the heritability of IQ increases with age, that is to say, to the extent genetics, which takes account of differences in IQ among individuals increases as people age.

In her article, she refers conduct studies comparing identical and fraternal twins, published in the last decade by a group led by Thomas J. Bouchard, Jr., University Minnesota and other researchers, show that about 40 percent of IQ differences among preschool children stems from differences genetic, but the heritability increases to 60 percent of teens and 80 percent of late adulthood.

And perhaps the most interesting bit of information and relevant to this section of my article: With age, the differences between individuals in their developed intelligence come to mirror more closely their genetic differences. appears that the effects of the environment on intelligence rather than fade grow with time.

Brown concludes that young children have the circumstances of their lives imposed to them by parents, schools and other agents of society, but as people age, they become more independent and tend to seek niches of life that are most sympathetic to their genetic propensities.

BREASTFEEDING Increases intelligence

Researchers at the Christchurch School of Medicine in New Zealand has studied more than 1,000 children born between April and August 1977. During the period from birth to one year, they collected information on how these children have been fed.

The children were then followed until the age of 18. Over the years, researchers have collected a broad cognitive and academic information on children, including IQ, notes from teachers of academic achievement in reading and mathematics, and the results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also examined the number of degrees obtained from crossing national examinations High school taken at the end of the third grade.

The results indicate that more children had been breastfed, the better they scored on such tests.

Talk to your children MAKES DIFFERENCE

Thomas Sowell, author of Race, IQ, Black Crime, Liberals and facts uncovered some fascinating information Ignoring every parent should take note. He writes:

There is a strong case that American blacks suffer from a range of adverse environments. Studies show that every time before going to school, black children average are exposed to a smaller vocabulary than white children, partly due to socioeconomic factors.

Although children from households professional usually 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 only 620.

Yes, children to sound chip tend to come from educated, professional, environments of both parents when they pick up language skills and vocabulary of his precious people sound chip.

Mr. Sowell continues: Black children are obviously not to blame for their poor socio-economic, but something beyond the economic situation is at work in Black houses. Blacks did not sign for the mission "great" white middle class – The constant search for intellectual growth and to obtain their child to Harvard or Oxbridge

Elsie Moore of Arizona State University, Phoenix, has studied the black children adopted by parents either black or white, who were all middle class professionals. At the age of 7.5 years, blacks were in the houses of 13 IQ points behind those who are raised in white houses.

ACCUMULATED BENEFITS

At this stage of my research, I understood, and should be fairly obvious to you that many children are predisposed to be intelligent, educated, intelligent, simply by exposure to factors of influence that determine long before they start school.

A mother was informed, antenatal care, educated, parent communication, and a stimulating environment in which to live, all add to the benefits accrued to formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.

Malcolm Gladwell, author of the bestseller The outliers above, wrote that "accrued benefits" are made possible by arbitrary rules … and such bribes are everywhere. "These are they who are successful are most likely to be given the nature of social opportunities that lead to new successes, "he wrote." It the rich who get the biggest tax breaks. This is the best students receive the best education and more attention. "

In this spirit, we turn our attention to education and intelligence.

WHAT What it means to be trained?

Alfie Kohn, author of "What it means to be well trained? Pose the question, not well educated expression referring to a quality education that you received, or something on you? Means there that you have learned? Or what you remember?

I argue that to be well educated is all in the application, implementation and use information. The information should be used in order to become knowledge, and as we have heard, knowledge is power.

Most people are aware of the floundering state of education in this country to a certain level. We tell our children that nothing is more important than getting a "good" education, and every year because of government budget deficits, teachers are laid off, classes are condensed, the schools are closed and many educational programs – especially those that help disadvantaged – Are cut.

The reality is, we do not really value education. We appreciate as trade, industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means to enrich his character and life through learning.

What we value as a society, are the athletes and the entertainment they provide. The fact that professional athlete makes more money in one season than most teachers, in a region will in their careers is appalling. There is always money to build new stadiums, but never enough to give teachers a decent job (and well deserved) rise.

Ironically, the best Teachers do not go into the profession for money. They teach, because it's a calling. Most of them have been influenced by a very good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate mentoring relationships Once they have been because many leave the profession – voluntarily and involuntarily – within an average of three years.

At the secondary level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even school college (all secondary schools should be college-prep schools, no?), he was about to prepare them to excel on tests standardized. Then, the controversial "exit" exams have been implemented and the letter, many schools have been transformed into testing centers. Learning has almost become secondary.

This mentality carries over to college, which of course it must take a placement test to enroll (the SAT or ACT). This explains why so many college students are more concerned the completion of a course than to learn from him. They focus on obtaining "A" levels, instead of becoming thinkers graduates. The latter are more in demand by employers and the majority of self-employed. The "appointment of-good-grade state of mind is directly attributable to the relentless and often useless test that our students are subjected to schools.

Alfie Kohn advocates exposure "Learning, in that students show their understanding through in-depth projects, portfolios of assignments, and other events.

He cited a model developed by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind" These are: the value of raising questions about evidence ("How do we know what we know?"), point of view ("Whose point of view that represent? "), connections (" How does this relate to that? "), assumption (" How could these things have been otherwise?) and relevance ("Why is it important?").

Kohn wrote: There is the ability to mobilize and respond to these questions as questions, though, but also the willingness to do so. For that matter, a set of objectives intellectual any description of what it means to think deeply and critically, must be accompanied by a reference to its interest or intrinsic motivation to do such a thought … to be trained is to have the desire and means to ensure that learning never stops …

HISTORY AND PURPOSE OF IQ

We have always wanted to measure intelligence. Ironically when you look at some of the first methods used to evaluate it in the 1800s, they are not, well, very intelligent. Tactics such that subjecting people to various forms of torture to see what their pain threshold has been (the more you can resist flinching, you were the smartest considered), or test 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, French psychologist who has been to prepare the ground for IQ tests in 1904. His original intention was to develop a test that diagnose students with learning disabilities France. Test results were then used to prepare special programs to help students overcome their academic difficulties.

It was never to be used as an absolute measure of his intellectual abilities.

According to Binet, intelligence can not be described as a single note. He stated that the use of intelligence quotient (IQ) as a clear statement of its capabilities intellectual of a child would be a grave mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, which negatively affects their studies and living expenses.

The initial interest was in assessing the "age mind '- the average level of intelligence of a person of a certain age. His creation, the Binet-Simon test (originally called "Scale"), formed the archetype for future tests of intelligence.

HH Goddard, director of research at Vineland Training School New Jersey, translated Binet's work in English and has advocated a broader application of the Binet-Simon test. Unlike Binet, Goddard considered intelligence as a loner, a fixed entity and innate could be measured. With the help of Lewis Terman University Stanford, the final product, published in 1916 as the Stanford Revision of Binet-Simon scale intelligence (also known as the Stanford-Binet), became the test of normal intelligence in the United States.

It is important to note that the error is that IQ is fixed and does can not be changed. The fact is that IQ scores are known to vary – two from top to bottom during its life. This does not mean that you become more or less intelligent, it simply means that you have tested one day better than another.

One last 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 found that IQ was inherited and are responsible for feeding the illusion that it is a "fixed" feature.

Many immigrants were tested in the 1920s and failed miserably IQ tests. Consequently, many of them were denied entry into the United States, or have been forced to undergo sterilization, for fear of American people with "silent" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would be more difficult to pass?

Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:

000-070: Definite feeblemindedness
070-079: The Borderline deficiency
080-089: Dullness
090-109: normal or average intelligence
110 to 119: Superior intelligence
115-124: above average (eg, university students)
125-134: With (eg postgraduate students)
135-144: Very eg, gifted (intellectual)
145-154: Genius (eg, teachers)
155-164: Genius (eg, Nobel laureates)
165-179: High Engineering
180-200: the highest engineering
200 -? : Genius incommensurate

* Genius IQ is generally considered to begin in 140 to 145, representing only 25% of the population (1 400).
* Einstein considered "only" have an IQ of 160.

Defining Business

Diane F. Halpern, a psychologist and former president of the American Psychological Association (APA), wrote in his contribution to the drafting Why smart people can be as stupid as, in general, we recognize that smart people if they have a combination of these achievements (1) good grades in school; (2) a high level of education, (3) a responsible, complex task, (4) recognition of some other intelligent being, such as winning prestigious awards or earn high wages, (5) the ability to read complex texts with good understanding, (6) solve problems difficult and new.

Throughout my research and in the early stages of this article, I came across many definitions of the word "intelligence". Some were long, some were short. Some, I could not even understand. The definition is the most common is that created by the APA that is: the ability to adapt to its environment, and learn from its mistakes.

What would you say? It is the word new environment. We can not seem to escape. This adds a deeper meaning to the adage, "When in Rome, do as the Romans." It means recognizing what's happening in your environment, and having the intelligence to adapt to it – and people who occupy it – to survive and succeed within it.

There are also many forms of intelligence. Especially those created by Dr. Howard Gardner, professor of education at the University Harvard.

Mr. Gardner believes (and I agree) that our schools and culture focus most of their attention on the linguistic intelligence and logical-mathematical. We esteem the highly articulate or logical culture. However, Dr. Gardner says that we must also grant equal attention on individuals who show gifts in other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, contractors, and others who enrich the world in which we live.

He felt that the traditional notion of intelligence based on IQ tests, is far too limited and established theories of multiple intelligences in 1983 to reflect a wider range of potential human children and adults.

These intelligences are:

-Linguistic intelligence ("word smart")
Logico-mathematical- intelligence ("number / reasoning smart")
-Spatial Intelligence ("Picture Smart")
Bodily-kinesthetic intelligence- ("Body Smart")
Music-intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal- intelligence ("self smart")
-Naturalist intelligence ("nature smart")

Not associated with Dr. Gardner, but also respect are:

CRYSTALLIZED & fluid intelligence

According to About.com, psychologist Raymond Cattell the first propose the concepts of fluid intelligence and crystallized and developed the theory of John Horn. The Cattell-Horn theory of intelligence suggests fluid and crystallized intelligence that is composed of a number of different capacities to interact and work together to produce all the intelligence individual.

Cattell's fluid intelligence defined as "… the ability to perceive relationships independent of previous specific practice or a statement relating to these relationships. "fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is regarded as independent learning, experience and education. Examples of use of fluid intelligence puzzles and solving strategies come with solving problems.

Crystallized intelligence is to learn past experiences and learning. The situations that require particular crystallized intelligence and reading comprehension tests of vocabulary. Such information is based on facts and rooted in experience. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

These two types of increased intelligence in childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decrease gradually from about age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.

SUCCESSFUL INTELLIGENCE

Then, he succeeded Intelligence, which is written by a psychologist and professor at Yale intelligence, Robert J. Sternberg, who believes that the whole concept of IQ on achieving life is wrong, because he believes that IQ is an indicator of success rather miserable life.

His successful intelligence theory focuses on 3 types of intelligence which are combined to contribute to the overall success of the following: intelligence analysis, measures of mental or components used to solve problems; Creative Intelligence: the use of experience in a way that preview reception (creativity / Divergent thinking) and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.

Regarding Environment, Mr. Sternberg wrote in his bestselling book of intelligence: intelligent people realize that success with environmental in which they find themselves may or may not be able to do most of their talents. They are actively seeking an environment where they can not only perform work successful, but make a difference. They create opportunities rather than leave the possibilities are limited by the circumstances in which they find themselves.

As an educator, I agree with Mr. Sternberg Intelligence successful approach to teaching. It proved to be a tool very efficient and state of mind of my students. Using information from success as the backbone of my program based framework is truly inspiring students see how education is their life goals more accessible and motivates them to continue to develop their expertise. Mr. Sternberg believes that the main factor in achieving expertise is the proactive engagement.

EMOTIONAL INTELLIGENCE

In his bestselling 1995 book, Emotional Intelligence, Daniel Goleman pointed out that research shows that traditional measures of intelligence – IQ – represent only 20% of a successful person in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of classes in college. The percentage varies depending on how we define success. However, Goleman's assertion raises the question : how to explain the remaining 80%?

You guessed it … Emotional intelligence. What is emotional intelligence? Emotional intelligence (EI or EQ Also called) refers to the ability to perceive, control, and evaluate emotions. Many companies now have mandatory training for their managers EQ, in an effort to improve working relationships and increase productivity.

aka tacit knowledge "Street Smarts

You've heard the phrase: "Experience is the greatest teacher … "

In psychology circles knowledge gained through daily experience called tacit knowledge. The colloquial term is "resourceful," implying that teaching in the classroom, (AKA "smart book") has nothing to do with it. The individual is not directly responsible for what he or she must learn, but must extract the important lesson experience, even if learning is not the main objective.

Tacit knowledge is closely linked to common sense, is sound and prudent decision based on a simple perception of the situation or facts. As you know, common sense is not so common.

Tacit knowledge, or the lessons derived from it, seems to "stick" to both faster and better when the lessons have direct relevance to the objectives of the individual. Knowledge that is based on his own experience will probably contributed to the achievement of its goals will be knowledge which is based on the experience of others, or is too general and abstract.

As both stupid and SMART

Yes, it is possible to be both intelligent and stupid. I'm sure someone you know comes to mind at this time. But the goal here is not ridiculous, but to understand how some seemingly very intelligent and highly educated individuals can be so clever, in a way, and incredibly stupid in others.

The woman who is respected, well paid, dynamic Executive who always chooses men who do not seem to be worthy of her, or the man who seems to be a pillar of the community, with a loving wife and children happy, ended up being arrested on charges of rape.

It happens, but why? I found the answer in Why smart people can be so stupid.

Essentially, intelligence is in the specific field. In other words, be intelligent (knowledge) in an area of your life, and stupid (ignorant) to another is natural. The deactivation of the brain is quite common especially when it comes to what we want. One characteristic shared by those who are intelligent and stupid, is the difficulty in delaying gratification.

Olem & Ayduk Walter Mischel who wrote the chapter summarized: behavior sometimes stupid smart people can occur erroneous expectations, erroneous beliefs, or simply a lack of motivation to adopt control strategies, even when they are a. But sometimes it is an inability to regulate their emotional states and behavioral tendencies associated with them that leads to the beast and the self-destructive behavior.

The central character in this book that many these lessons about being smart and stupid is turning around Bill Clinton and his affair with Monica Lewinksky.

WISDOM AND CONCLUSION

My great grandmother, Leola Cecil, may have had an 8th grade education or less. By no stretch of imagination, she was very educated. She was very attentive and can "read" people with amazing precision. Until the end of her life, she expressed her "intelligence crystallized with who was receptive.

She died at the age of 94 years. I often use many of his words as a public speaker, but mostly I use his philosophies to ensure that I have been guided spiritually and not just intellectually. Many We who are fortunate to have a great grandparent can testify that there is something special about their knowledge. They seem to understand life, and a donation to help those of us who are intelligent, educated and intelligent to 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 person, while others can not watch. Wisdom slows the thinking process and makes it more organic, it is the synchronization with intuition. Wisdom helps you make better judgments about decisions, and makes you less judgmental. Wisdom is understanding without knowing, without understanding and accepting. Wisdom is to recognize what is important to other people, and knowing that others are most important to you. Wisdom is both a starting point and a final conclusion.

About the Author

Gian Fiero is an educator, speaker and consultant. He is affiliated with San Francisco State University as an adjunct professor, and the United States Small Business Administration (SBA) as a business advisor where he conducts monthly workshops on topics such as business development, career planning, public relations, and personal growth.

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