Intelligence

Syllabus Breakdown

1. Intelligence (बुद्धि):
   • Cognitive Intelligence
   • Social and Emotional Intelligence
   • Cultural Intelligence
   • Spiritual Intelligence
2. Personality (व्यक्तित्व):
   • Traits and Types
   • Determinants of Personality
   • Assessment of Personality
3. Learning and Motivation (अधिगम और अभिप्रेरणा):
   • Styles of Learning
   • Models of Memory
   • Causes of Forgetting
   • Assessment of Motivation
4. Stress Management (तनाव प्रबंधन):
   • Nature, Types, and Sources of Stress
   • Symptoms of Stress
   • Effects on Mental Health
   • Role in Professional/Administration
   • Stress Management Techniques

Intelligence (बुद्धि) - Definitions and Characteristics

• Oxford Dictionary: Intelligence is the power of perceiving, learning, understanding, and knowing (PLUK - Perceive, Learn, Understand, Know).
• Alfred Binet: Intelligence is the ability to judge well, to understand well, and to reason well.
• Wechsler: Intelligence is the global and aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with his or her environment. It's about adaptation to the environment.
• Gardner and Sternberg: An intelligent individual not only adapts to the environment but also actively modifies or shapes it.
• NCERT: Intelligence is the capacity to understand the world, think rationally, and use available resources effectively when faced with challenges.

Key Characteristics of Intelligence:

• Aggregate of Many Abilities: Combines rational thinking, understanding the world, and effective resource utilization.
• Problem-Solving Ability: Intelligent individuals can analyze and solve complex problems.
• Adaptability: Capacity to adapt to new situations, learn from experience, and adjust behavior.
• Critical Thinking: Strong critical thinking skills to evaluate information, identify logical fallacies, and make informed decisions.
• Creativity: Ability to generate novel ideas, find innovative solutions, and approach problems unconventionally.
• Effective Communication: Ability to articulate thoughts and ideas clearly, express oneself properly, and engage in meaningful dialogue.

Types of Intelligence

1. Cognitive Intelligence (संज्ञानात्मक बुद्धि)

• It's the ability to learn, remember, reason, solve problems, and differentiate between concepts. Also includes the ability to learn languages and communicate.
• Jean Piaget's Theory of Cognitive Development (1970): A foundational theory.
  • Piaget studied children and concluded that as a child's age and field of work increase, their intelligence also develops.
  • He proposed four stages of cognitive development:
    1. Sensorimotor Stage: (0-2 years)
    2. Preoperational Stage: (2-7 years)
    3. Concrete Operational Stage: (7-11 years)
    4. Formal Operational Stage: (11+ years)

2. Social Intelligence (सामाजिक बुद्धि)

• The ability to effectively understand, respond, and behave appropriately in complex social relationships and environments.
• Includes:
  • Respect for social order.
  • Commitment to elders.
  • Care for youngsters and the deprived.
  • Respect for others' views.
  • Empathy, active listening, adaptability, social awareness, and conflict resolution skills.
• Carl Albrecht's SPACE Model (from his book "Social Intelligence: The New Science of Success"):
  • Situational/Social Awareness
  • Presence
  • Authenticity
  • Clarity
  • Empathy

3. Emotional Intelligence (भावनात्मक बुद्धि)

• The ability to understand one's own and others' emotions and thoughts, and to act accordingly.
• Howard Gardner's "Frames of Mind: The Theory of Multiple Intelligences" (1983):
  • Introduced the concept of multiple intelligences, including:
    • Intrapersonal Intelligence: Understanding one's own feelings, strengths, and weaknesses. Curious to know about their real identities. (Example: Spiritual leaders, philosophers)
    • Interpersonal Intelligence: Being sensitive to others' behavior, understanding their motives, and building good relationships. (Example: Politicians, religious leaders)
• Salovey and Mayer (1990), "Emotional Intelligence" (article):
  • Defined emotional intelligence as the ability to understand one's own and others' emotions, differentiate between them, and use this information to guide thinking and behavior.
• Salovey and Mayer, "What is Emotional Intelligence?" (1997) - PUUM model. * EI as the ability to:
  • Perceive,
  • Use,
  • Understand, and
  • Manage emotions (one's own and others).
• Daniel Goleman, "Emotional Intelligence: Why It Can Matter More Than IQ":
  • Proposed the "Theory of Performance."
  • Argued that EI is not a trait (not solely hereditary) but can be acquired.
  • Claimed that IQ contributes only 20% to success, while EI contributes 80%.
• Daniel Goleman, "What Makes a Leader" * Five Dimensions of EI.
  1. Self-Awareness: Understanding one's state of mind, emotions, values, and goals.
  2. Self-Regulation: Expressing emotions with appropriate intensity.
  3. Self-Motivation: Maintaining motivation during difficult times.
  4. Empathy: Knowing and feeling the state of mind of others.
  5. Social Skills: Using skills in social situations (part of both social and emotional intelligence).
• K.V. Petrides' Trait Theory:
  • Argues that emotional intelligence is a trait and cannot be acquired. (Contrasts with Goleman's view).

Characteristics of Emotional Intelligence (Based on Salovey and Mayer's work):

• Perceiving, understanding, and being sensitive to one's own feelings and emotions.
• Perceiving and being sensitive to the emotions of others (noting facial expressions, body language, and voice).
• Relating emotions to thoughts for problem-solving and decision-making.
• Being aware of the nature, intensity, and consequences of one's emotions.
• Regulating and managing emotions to achieve harmony.

4. Cultural Intelligence (सांस्कृतिक बुद्धि)

• The ability of an individual to act according to cultural parameters (customs, beliefs, etc.).
• Sternberg: Intelligence is a product of the cultural environment.
• Vygotsky: Distinguishes between two types of mental actions:
  • Primary Mental Actions: Universal and not affected by the surrounding environment (e.g., crying of children).
  • Higher Mental Actions: A product of culture (e.g., thinking ability, mathematical solutions).

Western vs. Non-Western (Oriental/Occidental) Views on Intelligence:

Feature	Western Countries	Non-Western Countries
Emphasis	Analysis, Performance, Goal Orientation, Rationality	Cognitive abilities and Social Relations
Focus	Individual Achievement	Community Achievement
Type of Intelligence	Technical Intelligence	Integral Intelligence

5. Spiritual Intelligence (आध्यात्मिक बुद्धि)

• Danah Zohar and Ian Marshall, "Spiritual Intelligence: The Ultimate Intelligence":
  • Spiritual intelligence refers to understanding the self, having a socially meaningful purpose, and commitment to human values.
• Spiritually Intelligent Person: Considers humanity superior and acts with a humanistic approach.
• Importance of Spiritual Intelligence:
  • Development of a humanistic approach.
  • Respect for nature and its components.
  • Notion of compassion.
  • Respect and conservation of diversity.
  • Emphasis on composite culture.

Additional Concepts

• Thorndike's Intelligence Theory: Proposed three types of intelligence:

  • Social Intelligence: Understanding others and behaving skillfully with them.
  • Concrete Intelligence (Mechanical Intelligence): Understanding the solidity of concepts and executing them in different situations (e.g., engineers, traders).
  • Abstract Intelligence: Understanding and explaining mathematical and verbal sciences, symbols, and phenomena (e.g., artists, philosophers).

• Effect of Heredity and Environment on Intelligence:

  • Research on identical twins:
    • Reared together: Correlation of 0.90 in intelligence.
    • Reared apart: Correlation of 0.72. This shows the environment's influence.
  • Adopted children: Initially, their intelligence resembles biological parents, but over time, it becomes similar to adoptive parents.
  • Conclusion: Intelligence is a complex interaction of heredity and environment.

• Intelligence in the Indian Context:

  • Emphasis on integrated intelligence, focusing on connectivity with the social and world environment.
  • Includes the following capacities:
    • Cognitive Competence: Understanding, discrimination, problem-solving, effective communication.
    • Social Competence: Respect for social systems and rules, belief in social harmony.
    • Emotional Competence: Emotional maturity, control over emotions, self-evaluation, good conduct.
    • Entrepreneurial Competence: Commitment, hard work, patience.
  • Indian culture concept of Vasudhaiva Kutumbakam.

• IQ (Intelligence Quotient):

  • Formula by William Stern: IQ = (Mental Age / Chronological Age) * 100
  • A chart showing the IQ distribution exists in the NCERT, but its importance is not mentioned.