👂🎴 🕸️
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πόλλ
'
οἶδ
'
ἀλώπηξ
''
ἀλλ
'
ἐχῖνος
ἓν
μέγα
div
><
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><
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=
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>
Multa
novit
vulpes
''
verum
echinus
unum
magnum
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>
„
a
fox
knows
many
things
''
but
a
hedgehog
knows
one
big
thing
“
div
>
<
div
>
Once
a
Cat
and
a
Fox
were
traveling
together
.
As
they
went
along
''
picking
up
provisions
on
the
way
—
a
stray
mouse
here
''
a
fat
chicken
there
—
they
began
an
argument
to
while
away
the
time
between
bites
.
And
''
as
usually
happens
when
comrades
argue
''
the
talk
began
to
get
personal
.
div
><
div
><
br
>
div
><
div
>
„
You
think
you
are
extremely
clever
''
don
'
t
you
?
“
said
the
Fox
.
„
Do
you
pretend
to
know
more
than
I
?
Why
''
I
know
a
whole
sackful
of
tricks
!
“
div
><
div
><
br
>
div
><
div
>
„
Well
''
“
retorted
the
Cat
''
„
I
admit
I
know
one
trick
only
''
but
that
one
''
let
me
tell
you
''
is
worth
a
thousand
of
yours
!
“
div
><
div
><
br
>
div
><
div
>
Just
then
''
close
by
''
they
heard
a
hunter
'
s
horn
and
the
yelping
of
a
pack
of
hounds
.
In
an
instant
the
Cat
was
up
a
tree
''
hiding
among
the
leaves
.
div
><
div
><
br
>
div
><
div
>
„
This
is
my
trick
''
“
he
called
to
the
Fox
.
„
Now
let
me
see
what
yours
are
worth
.
“
div
><
div
><
br
>
div
><
div
>
But
the
Fox
had
so
many
plans
for
escape
he
could
not
decide
which
one
to
try
first
.
He
dodged
here
and
there
with
the
hounds
at
his
heels
.
He
doubled
on
his
tracks
''
he
ran
at
top
speed
''
he
entered
a
dozen
burrows
,—
but
all
in
vain
.
The
hounds
caught
him
''
and
soon
put
an
end
to
the
boaster
and
all
his
tricks
.
div
>
Foxes
draw
on
a
wide
variety
of
experiences
.
For
foxes
''
the
world
cannot
be
boiled
down
to
a
single
idea
.<
br
/><
br
/>
Berlin
'
s
examples
from
literature
and
philosophy
:
Herodotus
''
Aristotle
''
Desiderius
Erasmus
''
William
Shakespeare
''
Michel
de
Montaigne
''
Molière
''
Johann
Wolfgang
Goethe
''
Aleksandr
Pushkin
''
Honoré
de
Balzac
''
James
Joyce
etc
.
<
div
>
Hedgehogs
view
the
world
through
the
lens
of
a
single
defining
idea
.
div
><
div
><
br
>
div
><
div
>
Isaiah
Berlin
gives
following
examples
in
domains
of
art
and
philosophy
:
Plato
''
Lucretius
''
Dante
Alighieri
''
Blaise
Pascal
''
Georg
Wilhelm
Friedrich
Hegel
''
Fyodor
Dostoyevsky
''
Friedrich
Nietzsche
''
Henrik
Ibsen
''
Marcel
Proust
and
Fernand
Braudel
.
div
>
Are
You
a
hedgehog
or
a
fox
?
Generic
intelligence
refers
to
the
overall
''
broad
cognitive
ability
that
an
individual
possesses
.
It
'
s
a
general
concept
that
encompasses
a
range
of
cognitive
skills
''
including
memory
''
reasoning
''
problem
-
solving
''
and
learning
.
In
an
educational
context
for
undergraduates
''
think
of
generic
intelligence
as
the
foundational
mental
capacity
that
enables
you
to
adapt
to
new
situations
''
solve
diverse
problems
''
and
acquire
knowledge
in
various
domains
.
It
'
s
not
limited
to
academic
learning
but
also
includes
practical
problem
-
solving
and
everyday
reasoning
.
This
concept
suggests
that
some
aspects
of
intelligence
are
universal
and
not
specific
to
a
particular
skill
or
area
of
knowledge
.
<
div
><
em
>
Whenever
branches
of
intellectual
activity
are
at
all
dissimilar
''
then
their
correlations
with
one
another
appear
wholly
due
to
their
being
all
variously
saturated
with
some
common
fundamental
Function
(
orgroup
of
Functions
).
em
>
<
br
/><
br
/>(
Spearman
''
1904
''
p
.
273
in
„
General
Intelligence
:
Objectively
determined
and
measured
“
)
div
>
IQ
''
or
Intelligence
Quotient
''
is
a
numerical
measure
of
a
person
'
s
cognitive
abilities
relative
to
their
age
group
.
By
evaluating
a
range
of
cognitive
skills
''
so
-
called
„
IQ
tests
“
attempt
to
quantify
the
g
factor
''
providing
a
score
that
reflects
an
individual
'
s
overall
intellectual
ability
. 
An
average
IQ
score
is
set
at
100
''
with
the
majority
of
people
scoring
within
a
range
around
this
center
point
.
IQ
tests
aim
to
quantify
cognitive
capability
and
potential
''
providing
a
standardized
way
to
evaluate
intellectual
abilities
across
different
individuals
.
The
'
g
factor
,'
or
general
intelligence
factor
''
is
a
theoretical
construct
proposed
by
psychologist
Charles
Spearman
.
It
suggests
that
a
single
''
underlying
intelligence
influences
an
individual
'
s
performance
across
various
cognitive
tasks
.
In
simpler
terms
''
if
you
'
re
good
at
one
intellectual
task
''
you
'
re
likely
to
be
good
at
others
because
of
this
general
intelligence
.
For
undergraduates
''
this
concept
implies
that
some
people
have
a
higher
overall
cognitive
ability
that
contributes
to
their
performance
in
different
academic
and
intellectual
areas
.
It
'
s
a
controversial
yet
influential
idea
in
psychology
''
as
it
argues
for
a
single
''
quantifiable
measure
of
intelligence
rather
than
multiple
''
distinct
abilities
.
This
is
an
IQ
test
loosely
modeled
after
Raven
'
s
Progressive
Matrices
.
The
questions
take
the
form
of
a
3x3
matrix
from
which
one
tile
is
missing
.
For
each
question
there
are
eight
possible
answers
A
-
H
.
You
must
choose
the
tile
that
completes
that
matrix
best
.<
div
><
br
>
Take
Your
time
.
When
done
earlier
than
Your
colleagues
''
feel
free
to
take
a
break
.
div
>
Contrasting
traditional
views
that
focus
on
a
single
''
general
intelligence
''
Theory
of
Multiple
Intelligences
proposed
by
Howard
Gardner
in
1983
posits
that
humans
possess
a
variety
of
distinct
intelligences
.
These
include
linguistic
''
logical
-
mathematical
''
spatial
''
musical
''
bodily
-
kinesthetic
''
interpersonal
''
intrapersonal
''
and
naturalistic
intelligences
.
Each
intelligence
represents
a
different
way
of
processing
information
and
solving
problems
''
challenging
the
notion
of
intelligence
as
a
singular
''
measurable
trait
.
This
theory
emphasizes
the
unique
cognitive
strengths
individuals
have
and
suggests
a
more
personalized
approach
to
education
and
learning
.
The
ability
to
master
language
and
communicate
effectively
.
People
with
high
linguistic
intelligence
are
adept
at
reading
''
writing
''
telling
stories
''
and
memorizing
words
.
They
tend
to
learn
best
by
reading
''
taking
notes
''
and
discussing
.
Gardner
identifies
several
key
criteria
that
a
cognitive
ability
must
meet
to
be
considered
an
intelligence
:<
br
><
p
class
=
„
fragment
“
>
Potential
Isolation
by
Brain
Damage
p
><
p
class
=
„
fragment
“
>
Existence
of
Savants
''
Prodigies
''
and
Other
Exceptional
Individuals
p
><
p
class
=
„
fragment
“
>
An
Identifiable
Core
Operation
or
Set
of
Operations
p
><
p
class
=
„
fragment
“
>
A
Distinct
Developmental
Trajectory
p
><
p
class
=
„
fragment
“
>
An
Evolutionary
History
and
Evolutionary
Plausibility
p
><
p
class
=
„
fragment
“
>
Support
from
Experimental
Psychological
Tasks
p
><
p
class
=
„
fragment
“
>
Support
from
Psychometric
Findings
p
><
p
class
=
„
fragment
“
>
Susceptibility
to
Encoding
in
a
Symbol
System
p
>
The
capacity
to
discern
pitch
''
rhythm
''
timbre
''
and
tone
.
This
intelligence
enables
people
to
recognize
''
create
''
reproduce
''
and
reflect
on
music
.
Involves
the
capacity
to
analyze
problems
logically
''
carry
out
mathematical
operations
''
and
investigate
issues
scientifically
.
It
'
s
characterized
by
strong
reasoning
''
recognizing
patterns
''
and
logically
analyzing
problems
.
Involves
the
potential
to
recognize
and
use
patterns
of
wide
space
and
more
confined
areas
.
It
'
s
often
found
in
architects
''
artists
''
and
navigators
.
Entails
using
one
'
s
body
effectively
''
such
as
dancers
or
surgeons
.
It
involves
a
sense
of
timing
''
clear
physical
coordination
''
and
using
fine
and
gross
motor
skills
.<
br
>
Personal
Intelligences
<
p
class
=
„
fragment
“
>
in
#
edu
-
intelligence
room
''
put
an
emoticon
of
Your
choice
under
intelligence
X
of
Your
choice
p
><
p
class
=
„
fragment
“
>
take
note
of
who
else
is
in
Your
group
p
><
p
class
=
„
fragment
“
>
read
the
chapter
in
Gardner
'
s
Frames
of
Mind
p
><
p
class
=
„
fragment
“
>
read
additional
literature
p
><
p
class
=
„
fragment
“
>
every
group
should
present
X
in
any
way
You
find
appropriate
(
be
creative
!)
p
><
p
class
=
„
fragment
“
>
topics
which
should
be
adressed
in
the
presentation
:
Gardner
'
s
8
criteria
respective
to
X
;
examples
of
persons
who
exemplified
high
(
or
low
)
degree
of
X
;
relations
of
X
to
other
inteligences
p
><
p
class
=
„
fragment
“
>
two
most
important
questions
:
How
would
You
evaluate
X
of
human
subjects
?
How
would
You
evaluate
X
of
a
machine
?
p
>
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