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L’INTELLIGENZA:L’ARMA VINCENTE DELL’UOMO (6)

The Three Ages' HUMAN

The individual, in its development, through three basic age groups: one in which prevails INTELLIGENCE psychomotor, which states that the form of egocentric thinking and the Finally, the form in which rational thought. Within these are the four psychological or mental structures, we already discussed in the previous post.

In the first of these levels, the sensory-motor, which goes from birth to eighteen months, which corresponds to the first age of man, the man who came out of the wildness, and is between the SIMPLE REFLECTIONS simple habit to get, as , to more complex behaviors, such as the coordination of perception and movement, the invention of the CONCEPT BY END-and the concept of constantly open.

In the second, ranging from two to six years and that corresponds to the Second Age 'of the Individual, you can not make a distinction between the self and the Reality' EXTERNAL, which is seen as the life blood PRIVATE (soul) and its own purposes (Finals) (Piaget, 1967: 34).

This level develops the imagination, language and perceptual abilities. The form of thought is egocentric, irreversible, and lacks the concept of conservation.

The third, ranging from seven to eleven years, exceeds the limitations of the previous stage. The thought becomes reversible and ordered, develop skills and acquire the practical logic of causation.
the fourth, ranging from twelve to sixteen years, we need not add anything to what I said.

These levels of mental structure, or psychological age, are not fixed in time. They are the ones that the individual has acquired in modern times.
In ages past, and until the sixteenth century, they were only up to the third level, and therefore the corresponding chronological age in the individual in the various levels was much higher than the one quoted above.

"Do not forget that what to Pythagoras and Archimedes to Galileo and Newton was the vanguard of progress, over the centuries has become a subject taught in schools, not even for gifted students" (Laeng, 1982: 385).
Only a few individuals of certain civilizations, as we shall see, they managed to reach the fourth level, but not completely.

The human mind needs time to develop. This time is not flexible, but rigid. Ontogenesis it can not be anticipated or postponed, unless it is deliberately pursuing this goal, some who are distorting the natural growth rate.

Every age has its mental development. This development is not exclusively linked to neurological factors, but will play a big role in the social transmission and the environment.
If these two factors is appropriate, chronological period of maturation levels in the individual may be shorter and "nothing prevents that, in a more or less distant future, the average age [of maturity levels] undergoes further reduction " ( Inhelder, 1958: 337 ).

Questo è ancora più vero se si tiene conto che le attuali capacità dell'organo cervello (neocorteccia) sono utilizzate solo per il due-tre per cento.

La transizione tra un livello e l'altro "avviene per mezzo di due processi: l'ORGANIZZAZIONE, che integra una struttura psicologica all'altra, e l'ADATTAMENTO, che modifica le strutture psicologiche in risposta all'ambiente...

“L'adattamento comprende l'ASSIMILAZIONE e l' ACCOMODAMENTO, due processi complementari che sono presenti in ogni atto cognitivo. L'individuo assimila ogni nuova esperienza a ciò che già conosce, e, nello stesso tempo, accomoda ciò che conosce a ricevere the new experience.

"The assimilation and adaptation are the same in all age groups ... many of our cognitive life changes occur slowly ... and it occurs in some people before others. Nevertheless, we reach some skill at a time more or less defined (though we have built very slowly), then we are still in that stage until we are ready to proceed to the next "(Ambron, 1978: 85).

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L’INTELLIGENZA:L’ARMA VINCENTE DELL’UOMO (5)

HUMAN EVOLUTIONARY LEVELS

The individual, when it comes to the world until they reach maturity, passes through four developmental levels or psychological. In any mature level
a mental structure tied to any one form of thought: FIGURATIVE or Opera. The FIGURATIVE THOUGHT is perceptual and imitated, FANTASTIC. It includes REALITY 'IN ITS STATIC': the being of things.
The operational thought. Which can be concrete or abstract, does not stop to things as they are perceived and experienced, but the knowledge of things is taken as the starting point for work for the transformation on them.
E 'concrete when it is linked to the experience. E 'abstract when it transcends the experience as material. And abstraction, in turn, takes place in two different ways. In the first mode is abstracted from reality which it is or appears and is therefore directly linked with experience.
This type of abstraction are related empirical knowledge (eg, the child who has two hand weights abstracts that have different weights, etc.)..
In the second case does not directly abstracted from reality, but from the operations performed on it (eg, if I take ten pebbles and put them in a certain order I get ten, but change the order I always get ten, thus making these various operations on the truth - the pebbles - I got a knowledge that is not necessarily linked to it, but is related to the transactions that I made on it. In this case I discovered PROPERTY 'COMMUTATIVE. This is an intellectual that only the subject could operate, even if it is inherent in reality).
Piaget calls the first type of simple abstraction abstraction abstraction reflecting the second. In this last definition, however, Piaget gives a dual meaning.
In the first meaning, which should be attributed "to the evolutionary transition from one level lower, where the conscious reflection is absent or minimal, at a higher level" (Inhelder, 1982: 414), abstraction is operating on real data of their experience concrete (see the case of the pebbles). In this sense, abstraction is defined properly reflective.
In the second meaning, the individual is able to coordinate and organize activities with those that already have (Inhelder, 1982: 414). When the individual has acquired this ability, has reached the formal thinking, which is more advanced than man has ever achieved.
The reality is completely transcended in order to advance hypotheses, build models, to establish theories, etc.., In contrast with the data of experience.
"It 's clear that the mental processes that are activated in the formal operations are very complex and abstract ... They are, in fact, at the base of scientific thought (Flavell, 1963).
Only a quarter of adolescents and third adults are able to reach the level of formal operations (Kuhn, Hanger, Kohlberg e Hoan, 1977) .
Ci sono degli individui che sono incapaci di raggiungere il livello delle ASTRAZIONI FORMALI, anche se alcuni possono raggiungere questo livello in modi più appropriati alle loro attitudini, come, per esempio, nel campo delle specializzazioni professionali (Piaget).
Il livello delle OPERAZIONI FORMALI non è universalmente raggiunto da tutti gli individui. E chi lo raggiunge non ha la certezza di averlo raggiunto in via definitiva e conservarlo (Neimark, 1975).
In altre parole, può accadere che un adolescente, che ha raggiunto il livello delle operazioni formali quando frequentava le lezioni di fisica e chimica ad alto livello, può, dopo pochi anni, dimenticare il processo logico di approccio che egli usava e, perciò, trovarsi in difficoltà quando deve risolvere un problema quotidiano che richiede una attenta e meditata analisi logica (Watron-Lindgen,1979: 128).

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L’INTELLIGENZA:L’ARMA VINCENTE DELL’UOMO (4)

LA STRUTTURA MENTALE DELL’UOMO

La storia ci dice che l'uomo è passato attraverso un'evoluzione di pensiero che lo ha portato da un grado di conoscenza del tutto inesistente (primi uomini) ad uno di grande rilievo (uomo moderno).
La storia ci dice ancora che questa evoluzione è avvenuta in milioni di anni: dall'uomo che incominciò a levigare la prima pietra all'uomo che muove alla conquista dello spazio nell'era dell'intelligenza artificiale.
This development was initially slow, almost imperceptible. For millions of years, despite having a brain biologically identical to that of today, the man continued to use almost exclusively of PALEOCERVELLO and the overlapping of the first mammals.
His life was made of instincts, fear of feeling the primordial state. The neocortex, which was to prove, then, as the seat of the whole universe of human affairs, was there ready to be used, but it was not. Only slowly
man has learned to acquire the knowledge, to organize, streamline and grow, thereby, in his mental structure. This growth, as far as I know, has accelerated in the last six thousand years, since it appeared that we call the civilized man, the man in history, the founder of the first great civilization.
"If it is true that the individual still recapitulates in miniature the history of the race" (Cornford, 1932), the process through which this growth took place (phylogeny)?
The basic mechanism was as follows: a mass of information, knowledge and representations, organized around a frame of mind, creates a situation of equilibrium.
But every equilibrium is unstable. A new mass of information, knowledge and representations, which can not be assimilated by the existing mental structure, it undermines and causes the formation a new balance and a new mindset, a new intelligence.
This process can theoretically continue indefinitely. But in humans, as has been historically determined, has so far produced four types of intelligences (sensorimotor, pre-operational, concrete operational, formal operational).
But let the word to genetic epistemology, which has declared itself the task of studying "the formation and meaning of knowledge [and see] what means and in what ways the human mind passes from a lower level of knowledge to a more
Advanced ... "to explain how the transmission occurs between a level of knowledge than one that is generally judged be more advanced ... These steps are of historical and psychological and, sometimes, even biological "(Piaget, 1970: 12-13).
This study, however, becomes possible only if it is" fundamental assumption ... that there is a parallelism between the organization logical and rational [data] of knowledge and the corresponding formative psychological processes [man] ...
"Of course the most fruitful field of study and most obvious would be the reconstruction of human history - the history of human thought prehistoric humans. Unfortunately, we are not sufficiently informed about the psychology of Neanderthal man or Homo siniensis on the psychology of Teilhard de Chardin.
"Because this area of \u200b\u200bbiogenetic we're not allowed, as we do and we will turn to biologists' ontogeny. Nothing could be more accessible for the study of ontogenesis of these notions.
"There are children around us. And it is with children that we will have the best chance to study the development of logical, mathematical thought, thought related to the physical world, etc. "(Piaget, 1970),
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L’INTELLIGENZA:L’ARMA VINCENTE DELL’UOMO (3)

MAN OF ITS MANUFACTURER MIND

Primitive man and modern man had ANATOMY AND BIOLOGICALLY the same potential. Only that primitive man could not take advantage of these potential perchè il suo cervello era ancora allo stato grezzo. Era una lavagna dove non c’era scritto nulla perchè non aveva ancora acquisito esperienze-conoscenze.
Il Cervello, per acquisire la sua SPECIALIZZAZIONE, e diventare MENTE, ha seguito questo processo: un lunghissimo periodo storico di ACCUMULAZIONE e di CODIFICAZIONE delle CONOSCENZE acquisite attraverso le esperienze quotidiane (scheggiare-levigare la pietra, accendere il fuoco, ecc.); poi ha imparato ad ORGANIZZARE E TRASFORMARE queste conoscenze.
Infine, attraverso la TRASMISSIONE ORGANIZZATA, ha imparato ad UTILIZZARE QUESTO SUO “SAPERE”. Solo quando è arrivato a questo punto (epoca moderna) ha incominciato a PRODURRE CONOSCENZE A GETTO CONTINUO con l’ausilio the scientific method.
"organized the transmission is begun with the 'institutionalization of scientific progress." The accumulation of knowledge, especially scientific knowledge, it is virtually without limits.
"But this process of accumulation is a necessary but not sufficient for possible continuation of biological evolution. But it is certainly a condition "sine qua non" for the subsequent development of intelligence "(Leinfellner, 1983: 166).
Neurologists have estimated that, at this stage, the man uses only two or three percent of the potential of neurotransmitters inside the brain (Koesler, 1959: 514). This is very important for the development of his intelligence in the future.
But how did this process? We know that, biologically, man has remained unchanged for at least ten thousand years. We also know what has been its evolution.
From the primordial form of a fish living in warm and brackish waters of a primeval sea (Tethys) to the form of an amphibian, then move on to the reptile, to finally reach that of mammals.
The history of this evolution (phylogeny) is inscribed within each of us exactly as it was held. It happens every time an egg is fertilized. In the life of the fetus
reproduce (ontogeny) according to the "Law of recapitulation" of Hackel, the stages of human evolution. There is a stage in the development of the fetus which resembles a fish (which lives in the same environment of the primordial sea salt and warm), then to an amphibian, and finally to a mammal.
Thus, ontogeny, you go over in nine months, the way in which PHYLOGENESIS took millions of years. More recent research has shown that the ontogeny of man can be written for other roads: that of the DNA, or deoxyribonucleic acid.
Geneticists have shown, through DNA testing, that man differs from anthropoid apes, from the genetic point of view, only one percent.
This means that man, with one per cent, has built its MENTAL AND CULTURAL EVOLUTION ..
biological evolution is the product of chance and necessity (Jacob, 1971) and belongs to the realm of biogenetic. L 'mental evolution is, however, the product, gradually more and more conscious of man and belongs to the genetic psychology and genetic epistemology.
This "process of mental development ... seems to unfold, with significant parallelism, in terms of cultural history and what the history of the individual" (Petter, 1971).

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