issue47G-89-互助社-8.10日同主题写作

fairy115UID: 200324

Intellect, the ability to think, reason, and understand, the capacity to distinguish from rational to willing, is the essential ingredient in the recipe for a well-rounded person. But does the society have a reasonable rule to measure it? How much emphasis we put on intellect when we make judge of a person? We must think about these questions before we derive our conclusion that both the intellect and the non-intellect ability count.

Society always possesses a constrained perspective of intellect. There is a trend, which we know of intelligence as represented only be an intelligence quotient, which is calculated using a formula that divides the mental age by the chronological age of an individual. The standard used to define the construct of intelligence has been a test, which generates an IQ score. But, does our understanding of intelligence go beyond that calculation? In my point of view, youngsters share intelligence that range from mathematical to musical, but don't constrain in the narrow aspect of IQ or even reasoning and cognitive skills.

As a result, the standard of intellect in society are too narrow to give an individual a fair judgment. Wide-perspective Intellect should be given more emphasis.  For most of High schools classes, the final examination had required a lengthy written response and the avenue for the students to successfully present his or her ideas had been compromised. Take the Gauss as a case in point, his mathematical teacher asked the whole class to calculate the sum of numbers range from 1 to 100 as penalty, other students haven't stop to think about whether there was some method involving reasoning, but go calculating straightforward. Only Gauss tried to find a convenient way to do the complex calculation using some detrusive rule by himself. But he was not a standard good student from the social view at that time. The case points out the think state of most students, they are likely to do whatever the teacher has taught, but are not eager to using reasoning and cognitive skills. Thus, except for the classed where students are free to develop his intellect, school was not a positive experience. Even in the modern time, the actual content of lesson is secondary to wide-perspective intellect ability, which is supposed to train the child to be able to handle whatever life may present including all the unknowns of the future. Pure memorization is uncreative and vulgar.

However, too much emphasis to the intellect is not good for any individual. People need some non-intellect ability for a well-rounded development. From an authoritative survey from IEBA, an individual can encounter only 1 positive news on the compensate of as least 7 negative-information on average, while the bad effect of one negative information can be counteracted by the happiness of 3 good news. So most of us are immersed in the sadness ocean, if we lack the ability of positive thinking, it is very likely to be absorbed in the ocean. Thus, learning how to be optimized is not an option but a required class for successful live. We are not robot that can have reasoning or cognitive skills but can't have emotion as we do, so we need non-intellect capacity, and overemphasis on intellect will lead us to work as a machine without happiness, sadness, and loneliness.

Therefore, we should have a broader view and thus a more reasonable standard of judgment to individual. And find a balance in intellect and non-intellect ability, they are not mutually exclusive, but reinforce one another.

huangdaoUID: 190018

占位 楼主可以的话 把提纲贴出来把 呵呵:lol

huangdaoUID: 190018

晕 好像已经有人改了 我去改别人了 :L