Intelligence, problem solving at the individual and social level
Regional, Science, 1/25/2000

We digress from our usual form to deal with an abstract subject , intelligence, as a foundation for other articles about problem solving at the social level.

Looking at a pattern of numbers being measured in a laboratory, one may see a sequence of events or numbers such as the following:

V=1 1 2 3 4 5 6 7 8 9

An educated observer would create a mental or mathematical formula that allows this person to predict the next number in this sequence, which would be the number 10. Or mathematically, the formula would be stated as this sequence equals n for all numbers.

V=2 4 6 8 10 12 14 16 18

Similarly here we see that the next number is 20, or we have discovered the formula where this sequence = 2*n for all numbers:

V=3 3 6 9 12 15 18 21 24 27

Similarly here we see that the next number is 30, or we have discovered the formula where this sequence = 3*n for all numbers.

V=4 4 8 12 16 20 24 28 32 36

Similarly here we see that the next number is 40, or we have discovered the formula where V = 4*n for all numbers.

V=5 5 10 15 20 25 30 35 40 45

Similarly here we see that the next number is 50, or we have discovered the formula where V = 5*n for all numbers.

V=6 6 12 18 14 30 36 42 48 54

Similarly here we see that the next number is 60, or we have discovered the formula where V = 6*n for all numbers.

But on further reflection, we see a new sequence developing, specifically, a sequence of sequences. That is the sequence: 1*n, 2*n, 3*n, 4*n, 5*n, 6*n.

Here we see that the next sequence is going to be 7*n, or we have discovered the formula where this sequence = m*n for all numbers of m and n. Or V=m*n

This is a higher level of abstraction (intelligence) because this formula encapsulates many other formulas. Or put somewhat differently, this formula "knows" about other lower-form formulas.

The letters n and m can be any real measurable physical entities such as resistance and current in an electric circuit, in which case they constitute one of the most fundamental laws of physics governing the calculations of electric circuits. Specifically that Voltage = Current*Resistance. But we digress.

When a student learns algebra in high school, a person learns a well-defined and limited task. A parent usually aims for their children to have such an education, but a better education is a baccalaureate degree where a person learns to apply math for productive work (real-world problems). That is a higher-level education. It is a higher level because it is more abstract in that it is more reflective, because the student has to reflect or think about how to use algebra to solve a problem in accounting or engineering, etc.

Similarly, a person can get even higher education still whereby he learns not just how to use formulas for design but how to "discover" formulas, as we have just done. This is a higher level of thinking because you are at this level learning how to learn. This level of education makes the person more flexible in his ability to deal with novel problems, as when a person learns how to learn, the persons no longer needs to be taught but is capable of self-directing himself to learn totally new subjects.

Taking this step further, the person can become a so-called "philosopher" and can reflect on the whole process of learning. This is yet a higher level of intelligence. As a matter of fact this is "a whole new level of intelligence," as at this stage, the individual is capable of "learning about learning" or better stated, the individual is capable of thinking about thinking. A new self-referential loop is established.

This self-referential loop (i.e. refers to itself) is the hallmark of reflection and and higher-level intelligence. At this level an internal self-corrective feedback system is established. At each level of these stages we went through, we can state that each represents a well-defined level of intelligence, with the last stage being the most distinct in its nature.

Similarly and by analogy a society that reflects upon itself, its operations and its systems, constantly developing and taking corrective actions at each and every level, is intelligent. A society that is constantly reflecting on itself and setting up these types of self-corrective feedback systems and institutions can therefore be described as a highly-intelligent society, and is more adept at facing the problems and challenges it faces.

The art in development is in building these self-reflecting and cross-reflecting institutions (be them cooperative or competitive with each other) and making them effective to meet their goals. By these simple and inexpensive acts, a society sets itself on a path that will maximize its chance for developing successfully and for maximizing its potential.

Previous Stories:
  Culture and its role in development   (1/25/2000)
  The press and its role in development   (1/25/2000)
  Governments and problem solving for development   (1/25/2000)
  Economic development strategies   (1/15/2000)
  The need and future of international institutions   (1/15/2000)

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