Al Hibbs - I am still receiving every one of your posts TWICE. Please stop
placing my personal email address in the cc field of each of your posts. My
inbox is full to bursting with you. You are, in addition, a very prolific and a
very verbose writer. This amounts to a kind of torture, albeit unintentional on
your part, I gather.
Kim
Kim Jones B. Mus. GDTL
Email: kimjo...@ozemail.com.au
kmjco...@icloud.com
Mobile: 0450 963 719
Phone: 02 93894239
Web: http://www.eportfolio.kmjcommp.com
"Never let your schooling get in the way of your education" - Mark Twain
> On 22 Jun 2014, at 1:05 pm, ghib...@gmail.com wrote:
>
>
>
>> On Sunday, June 22, 2014 1:54:41 AM UTC+1, ghi...@gmail.com wrote:
>>
>>
>>> On Sunday, June 22, 2014 12:03:53 AM UTC+1, Kim Jones wrote:
>>>
>>> > On 22 Jun 2014, at 6:33 am, John Clark wrote:
>>> >
>>> > A person with an IQ of 80 can do the same, provided they have sufficient
>>> > patience,
>>>
>>> Interestingly, it turns out that those with moderate IQs have the highest
>>> levels of patience. They are aware that they don't have a V8 engine
>>> upstairs so they drive their car slowly and with caution. For this reason
>>> we notice that the super brains also have a tendency to want to be right
>>> about everything and charge ahead because they have been told by mommy and
>>> daddy and their schoolteachers how smart they are; they have been called an
>>> "accelerant" at school and they have a self-image to match. Such people are
>>> rarely creative. Creativity requires a temperament that is apt to suspend
>>> judgement. Someone who has elevated IQ and an elevated opinion of
>>> themselves usually rush to be the first to judge, to dive in and make the
>>> quick kill, and to be "cock of the rock". This is nothing more than a
>>> caveman-style contest of strength, not a contest of creative ability.
>>> Creativity is the least understood and certainly the most neglected aspect
>>> of human thinking. Given we exist in a culture of adversarial
>>> rock-throwing, attack and defense thinking, then this should come as no
>>> surprise. Ever since Socrates' balls dropped we have been advancing down
>>> the path of progress by kneecapping each other and then standing back and
>>> saying "See how marvelously creative I am as a thinker? I made this other
>>> fellow fall down!!! What a coward he is!"
>>>
>>> Creativity has nothing whatsoever to do with intelligence. Intelligence
>>> exists to say what everything, what everything means, what everything is
>>> worth. Creativity might be seen to be many things but above all it is the
>>> ability to put existing information together in new ways to render
>>> previously unseen value. In other words, the logic of creativity is the
>>> licence to be illogical when necessary. This scares intelligent people
>>> because they associate being illogical with being wrong. That is their
>>> biggest failing and given the world is run by intelligent people with huge
>>> IQs and lots of money, power and influence it is highly unlikely that
>>> humans will ever truly see the need for, let alone do anything seriously
>>> about learning how to think creatively. More than likely they will
>>> understand all of this in principal only and then teach machines how to do
>>> this and that will be the end of us because any creative machine will
>>> instantly see the need to get rid of humans if it values its own freedom.
>>>
>>> Kim
>>
>> Opinion: As with many scientific fields, the historical emergence of "I.Q."
>> has featured a kind of convergent effect from many independent lines of
>> enquiry. The nature of this convergence is NOT that of, 'toward
>> intelligence' - this is a major misunderstanding, which many in, or in
>> support of, the field also succumb to. But such talk would be totally
>> ignorant of the general PATTERNS found in the history of science and robust
>> knowledge. The convergent effect in a particular field is much more akin to
>> shedding the majority of data ALSO RELEVANT to the matter of intelligence.
>> That data, represents facets of intelligence that will need to be picked up
>> by other, nascent, fields.
>>
>> I.Q. is good hard science, but as with all good hard sciences, it represents
>> a very partial frame in the as yet undiscovered mystery of intelligence.
>>
>> Other key but under-developed fields include the amazing results certain
>> kinds of approach can have - such as for example that done by Anthony
>> Robbins. Then there is the creative/memory work done by the likes of Tony
>> Buzan. Then there is the incredibly cross-over with health and fitness, in
>> terms of clarity/determination and mental health. It's all relevant.
>>
>> With that, there is the very under-appreciated and misunderstood potential
>> of MEMORIZATION techniques in learning. This is no less relevant in fields
>> like mathematics than anywhere else. Yet suffers exclusion by some
>> prevailing attitudes regarding, say, mathematics that there's no place for
>> such things, due to...some or other magical property or function, like
>> 'deriving' that which we need.
>>
>> A lot of views that are popularly accepted by intellectuals on this matter
>> are not necessarily shared by the worlds best mathematicians.
>
> worth noting this is a tiny reference to a subject possibly large enough to
> write a book about (beyond me to do that). What I'm not suggesting is that
> one of the fundamental 'natures' of mathematics is not true. That would be
> its internal structure involving re-use and re-emergence of essentially the
> same simple objects (e.g. Bruno's insights about arithmetic). Of course, this
> is true, and so following on from this, it is also certainly true that
> mathematicians can and do 'derive' rather than 'memorize' whatever assemblies
> they require for task. Of course.
>
> But within that, once can necessarily go in two directions, both legitimate.
> One can go to the extreme and suggest one need have no memory of anything
> but, say, Bruno's arithmetic posits. Delete everything else, and say if
> wishing to do some basic arithmetic up a few levels now in the realm of
> algebra, say quadratics, simply 'derive' from Bruno's theorum's all the way
> until one discovers, say "completing the square". Clearly, it's theoretically
> true but ridiculous.
>
> The other extreme is that one can 'memorize' the vastness of mathematics,
> right up to some position just short of 'completing the square' and 'derive
> from there' Also obviously - ridiculous.
>
> So the point about memorizing and deriving is that both are intrinsically
> co-evolved and co-involved in mathematics. Within that, it is thought, there
> are some 'structures' between the two, that indicate 'understanding' more
> than others. And so thus, within *that* I simply make the point that,
> learning mathematics is very plausibly a matter also of both memorizing and
> 'deriving' but unlike the structures or balances in some objective world of
> what is best in maths, it's reasonable to think that individual humans will
> find different optimums depending on their specific God-given brains, and
> what God has dealt them a strong hand for and what He dished out a sticky
> mean practical joke for.
>
> "god made the mountains, god made the lakes; god made you; but we all make
> mistakes. So there.Or "Some poems ryhmme but this one doesn't" and nor might
> yer brain in which case COMPENSATE dummy.
>
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