The Essence of Intelligence: from Antiquity to the Present

- Волощук, Іван Степанович (orcid.org/0000-0001-9300-0584) (2024) The Essence of Intelligence: from Antiquity to the Present Education and Development of Gifted Personality, 1 (92). pp. 32-40. ISSN 2309-3935

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Abstract

The article describes the results of the analysis of scientific attempts to define intelligence from ancient times to the present. Based on the results of the performed analysis, it is concluded that today we do not have an adequate definition of intelligence, which would cover the entire range of human intellectual activity. First of all, this is because intelligence as a mental phenomenon is extremely complex in its structure. On the other hand, the scientific definition of intelligence comes up against its specific interpretation in different cultures and ethnic groups. After all, the proposed scientific terms, which touch the essence of intelligence, are significantly deformed due to their everyday use. The analysis of research on the essence of intelligence begins with Aristotle, who described intelligence as a substance through which an individual learns about the world. Plato's philosophy was based on his theory of the soul divided into three components: reason, will and drive. Moreover, he argued that it is possible to identify parts of the soul because they sometimes conflict with each other. A person can desire something and resist this desire by force of will. A properly functioning soul needs the highest part, the mind, to control the lowest part, the desires, by means of the will. Aquinas believed that the intellect makes experience intelligible by distinguishing its common features. Augustine's insightful descriptions of subjective events begin a tradition of introspection and phenomenology in psychology that is landmark in understanding the nature of the intellect. Hobbes formulated the principle of association of ideas in terms of temporal sequences of thought, coherence as a factor of association, and desire as a conductor of attention. As a leading empiricist, Hume believed that all knowledge comes from sensory experience, so there is no innate knowledge. Locke denied the thesis that the mind is a blank slate without any ideas written aposteriori on it. Kant, in particular, argued that reason causes certain qualities in experience that order it. Wundt saw psychology as a part of philosophy where the mind is seen as an activity rather than a substance. According to Edison, a person's intelligence consists of the combined intelligences of all his cells. Thorndike named the two most basic signs of intelligence: the use of trial and error and the stimulus-response association. Kamin's work highlighted the weakness of the genetic argument for intelligence and provided support for environmental influences on it. Jensen proposed a working definition of intelligence as the g-factor of solving an indeterminately large and diverse battery of tasks. Goddard once wrote that the main factor that determines human behavior is a unitary mental process that we call intelligence. Yerkes argued that the term “intelligence” refers to a complexly interrelated set of functions, none of which is fully or precisely known to man. Bingham believes that intelligence should be understood as the body's ability to solve new problems. Binet believed that human intellectual activity can be explained by the laws of associationism. According to Piaget, intelligence is an adaptation. According to Wechsler, intelligence is the global ability of an individual to act purposefully, to think rationally, and to behave effectively in the environment. Gardner believes that intelligence is the ability to solve problems or create products that are valued in one or more cultural settings, distinguishing eight types of intelligence. In addition to the above, the article focuses on practical, moral, social, emotional and successful intelligence, and also outlines the difference between mental deficiency and insanity, which was established by Esquirol.

Item Type:	Article
Keywords:	intelligence; general intelligence; special intelligence; multiple intelligence; practical intelligence; successful intelligence; social intelligence; emotional intelligence; moral intelligence
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.5 Виховання та освіта обдарованих дітей, вундеркіндів.
Divisions:	Institute of the gifted child > Giftedness Diagnostics Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	02 Aug 2024 11:19
Last Modified:	02 Aug 2024 11:19
URI:	https://lib.iitta.gov.ua/id/eprint/742022

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