l2 - inteligence, thinking and knowledge

8/12/2019 l2 - Inteligence, Thinking and Knowledge

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FAH 0033

THINKING SKILLS

2. INTELLIGENCE, THINKINGAND

KNOWLEDGE


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Thinking vs Intelligence

The belief that intelligence and thinking are thesame has led to 2 unfor tunate con clus ion sin

education:

1. That nothing is to be donefor students with ahigh intelligence because they will automatically

be good thinkers.

2. That nothing can be donefor students without ahigh intelligence because they cannot ever be

good thinkers.


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Intelligence, Thinking & Knowledge

A car analogy:

Intelligence is like the horsepower of a car.

Thinking is like the skill of the car driver.

Knowledge is like the fuel of the car.


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utp ghf 0033 (1)

Intelligence, Thinking &

Knowledge

Driving Skills

Horsepower Fuel

Horsepower = Intelligence

Fuel = Knowledge

Driving skills = Thinking skills


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Difference between Intelligence & Thinking

A less powerful car may be driven well.

A powerful car may be driven badly.

The skill of the driver determines how the power ofthe car is used.

The skill of the thinker determines how intelligence

is used.

Therefore, intelligence and thinking are not the same.


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Thinking vs Intelligence

People of limited intelligence can learn to think

well.

The trained thinker has the advantage. Thinking is the operating skills with which we

use our intelligence.

Thinking skills can be developed and improved.


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The Intelligence Trap

Situation

Seeing

Judging

Situation

Seeing

Exploring

Judging


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2 Aspects of the Intelligence Trap

1. The more intelligent the person, the better the

defense of his own view.

The better the defense of his view, the less theperson sees any need to listen to others.

As a result, many highly intelligent minds are

trapped in poor ideas because they can defend

them so well.


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2. He thinks he is more intelligent than others

(may be a correct view) and wants to get the

most satisfaction from that intelligence.

This is the quickest way to prove someone

else wrong, which establishes his superiority.

Being constructive is less rewarding.

So, being critical and destructive is a much

more appealing use of intelligence.

It is even worse with the Western notion that

critical thinking is enough.


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Concept of Practice

We think everyday but this does notautomatically make us better thinkers. If you

practice poor thinking, you will become an

extremely skilled poor thinker.

Consider the case of a two-finger typist.

He/She is extremely skilled in doing the right

thing the wrong way.

We want to do the right things the right way.


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Conclusion

1. Three ways to acquire a skill:

- Practice

- Practice

- Practice2. Practice makes perfect X

3. Perfect practice makes perfect


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FOOD FOR THOUGHT

Berfikir sesaat itu lebih baik daripada

sembahyang sunat selama tujuh puluh

tahun.

Lihatlah bulan, lihatlah langit, lihatlah

bintang dan fikirkan.


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Prof. Dr Syed Hussein Alatas

Jangan kita jijik pada perkataan akal, seolah-olah akalbertentangan dengan wahyu. Akallah yang membedakan

hadis palsu dari hadis benar, sunah palsu dari sunah benar,tafsir salah dari tafsir benar, fikiran maju dari fikiran buntu,pendapat sesat dari pendapat tepat, kupasan mendalam darikupasan cetek, fikiran gigih dari fikiran lembap, dan ucapanmerendah diri dari ucapan angkuh.

Let us not detest the word reason (akal) as though reason iscontradictory to revelation (wahyu). It is reason that separatesthe false hadith from the true hadith, the false sunnah fromthe true sunnah, the wrong interpretations from the correct

interpretations, progressive thinking from retarded thinking,deviant opinion from wise opinion, in-depth analysis fromshallow analysis, robust thought from weak thinking, andhumble speech from arrogant speech.


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COMPULSORY READING

Edward de Bono. (1993). Introduction: Why We

Need New Thinking About Thinking.In Teach

Your Child How to Think. London: Penguin

Books. pp. 5-12.

Edward de Bono. (1993).Attitudes. In TeachYour Child How to Think. London: Penguin

Books. (pp. 6972).

Edward de Bono. (1993). Under WhatCircumstances? In Teach Your Child How to

Think. London: Penguin Books. (pp. 174 -176).

l2 - inteligence, thinking and knowledge

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