Free

Prevention & Counselling

A New Human - Citizen

The free Prevention & Counselling service gives you the opportunity to know us and to better understand and comprehend our way of thinking and working, while expanding your cognitive perception and your cognitive field, so that you can choose in the best possible way.
 
The posts are not an advertising product and have –exclusively and only– been posted for the wider information of the website’s visitors!
 
Through facts, experiences, historical flashbacks, objective data and associations, solutions are presented, analyzed and proposed in accordance with Nicolas l’ Ange’s comprehension, opinions, aspects, practical implementation, and philosophical perception and view.

Man is the only subspecies of Homo Sapiens (Wise Man), which has survived and “prevailed” –so thinks the fool and naive– on the wonderful and hospitable planet Earth!

The bipedal posture of the human body frees the hands and has enabled the human species to make extensive (evolutionary) use of tools compared to other animals, which in combination with its highly developed brain, gives man the correspondingly developed mental capacity.
 
By nature, humans (like most primates) are social beings and are the only species that has developed communication systems for the exchange of ideas, self-expression, and its multilevel organization into complex social structures, such as the family, the various as form and composition groups, neighborhoods, wider societies and nations. Thus, due to social interaction, society is founded and a wide variety of values, processes and social institutions are established, which create its foundations.
 
The unsatisfied and greedy desire of man to process and understand the environment, characterizes him!
Thus, he seeks answers to various phenomena through science, religion, mythology and philosophy. His innate natural curiosity leads him to build, to develop sophisticated tools and to the skill of working, dressing and using developing technologies as he sees fit and to his advantage (but not to his substantial benefit). He “creates”, produces unscrupulously and destroys –without respect– the planet that hosts him and provides him with everything!
 
His physical presence is usually inversely proportional to his mental ability and function, and this barking contrast follows him, shapes him and characterizes him!
 
 

Anatomy of the human body

People are anatomically different, more or less, and this depends on the following factors:
  1. Genes  (they largely determine the color of the skin, hair, eyes, body size, which is also shaped by secondary factors such as exercise, diet, economy, physical movement).
  2. Height  (the average height of people is from 150 -180 cm and varies from place to place and from race to race).
  3. Weight  (on average, the average human mass is 75-85 kgs for men, 53-67 kgs for women and depends on many factors such as acceptance, genetic predisposition, psychology, lifestyle, living conditions, etc.).
  4. Place of residence  (due to climatic conditions or local racial characteristics).
  5. Date of birth  (e.g. different organic, hormonal or other disorders/problems presented to a person born in January than to one born in June –this is a purely personal opinion of l’ Ange Nicolas).
 
 

Life expectancy

People’s life expectancy depends on geographical area, economy and culture. The average life expectancy is 73 years (average for men and women, with women living more from 2-6 years).
 
 

Organ system

Organ system or biological system is a group of organs which works harmoniously to perform a specific function, and the human body, as an organism, is a product of the composition of such a group of organs. 
 
In the human body, we distinguish the following organ systems, which in gallbladderliver.com we deal holistically and as a whole:
  1. Respiratory system.
  2. Circulatory or cardiovascular system.
  3. Nervous system.
  4. Digestive system.
  5. Sensory system.
  6. System of endocrine glands.
  7. Lymphatic system.
  8. Urinary system.
  9. Support system.
  10. Reproductive system.
  11. Muscular system.
  12. Cover system.
 

Human psychology

The most important part of the human central nervous system, which controls the peripheral nervous system, is the brain. The brain controls the autonomic processes (breathing, digestion) and is the center of the most complex processes (abstract ideas, logic, thought). So these mental mechanisms constitute the mind.
 

The human brain now perceives what is happening around it and consequently the whole outside world through the senses. Each person has their own and unique experiences, and is influenced by their personal experiences. He has consciousness and mind, which corresponds to the mental process of thought! He is sensitive and has wisdom, abilities that enable him to perceive the relationship between himself and his environment. The mind tests or constructs the outside world to the extent that it wants or we allow it, and this is an issue, which will be further analyzed in future, posts…

Every newborn person is considered a citizen of a well-ordered country.

Etymologically, a citizen is a person who is a permanent resident of a state, who is entitled and holds full political rights.

In colloquial terms, the word citizen is used (incorrectly) as a property as opposed to one that we tolerate or accept in various ways (e.g. unconsciously, sideways, with violence, etc.) to have some or any… form of power (e.g. “lord”, “master”).

Let us take as example the wrong phrase “he is an ordinary citizen”.

Why ordinary? There should be no separation between the concept and the word citizen, because the phrase directly indicates that the acquirer or holder of power automatically has more rights in practice. So, he is also superior to the citizen –with all that entails…

 

I urge you to NEVER make this mistake and NEVER fall into this trap!

 

We are all citizens of this world with equal rights and equal obligations and those who acquire, hold or possess power are the bodies that owe and are obliged to work and serve the interest of the whole of society, the common good!

We will approach man “as a subject” (not «as an object”) focusing our attention on the subjective way in which the individual perceives himself and others, because the core of human nature is basically positive and the approach of human nature behavior –in terms of how– is characterized as extremely logical. It is an organization/personality that –basically– we can trust…
 
Approaching (theoretically) the human personality, we recognize as a fundamental tendency of the human organism its effort for improvement with the ultimate goal of self-realization (and it is the only motivation in human nature). Thus, the individual does not react passively to the environment but evolves with a drive, motivation and purpose of his tendency to maintain and expand his experience, to be realized. This tendency is innate and although it can be suppressed, it cannot be destroyed without destroying the organism. The body as a whole has this tendency, while it does not have individual parts of it (e.g. the self). We can describe this as a biological pressure to complete the genetic action plan. Every human being has a fundamental command to develop his potential.
The phenomenological environment in which a person lives includes everything that happens around and within the human body at a given moment, which can be made accessible to consciousness. All this system of perceptions, experiences and the meaning given to them constitutes the phenomenological field of the individual. As the development progresses, a part of this field differentiates and forms the individual himself. The self is progressively synthesized through interactions with important people in the environment. The individual, gradually, forms an organized and stable system of self-perception, and although it changes… his self-perception is maintained.
 
The tendency of self-realization is a distinct psychological form of the tendency of realization that is related to the concept of self. Each organism as it develops, differentiates and symbolizes a part of its reality as itself. The external environment has a great and important effect on the self. Evaluations of the external environment give to self properties and characteristics. The body evaluates each new experience to see if it fits or not. Thus, he rejects any experience that is beyond those characteristics that he evaluates as self, selects and incorporates those environmental stimuli that seem to match his self-image and character. Many times the needs of the organic self are in conflict with the needs of self-image. And when the tendency of self-realization is in contradiction with the tendency of realization, then the phenomenon of incompatibility is created which, if extended, is a cause of psychopathological situations and problems.
The concepts of self and self-realization tendency seem to be secondary needs that develop in childhood. The need for acceptance by “significant others” and the need for positive self-acceptance, are the version of internalization of all the above and seem to lead to those behaviors that are consistent with the concept of a person’s self.
 
When the “significant others” in a person’s life (e.g. parents) show positive acceptance only under certain conditions, rather than unconditionally, then the person puts against himself (introjects) and internalizes these values ​​by incorporating them. Thus, he “takes” the terms of value. It is now based on these data of value rather than on the organic process of evolution. These terms of value “disturb” the organic process of evolution, which is a fluid, changeable and continuous process where experiences are incorporated and accurately symbolized in order to maximize the organization and the self. The need for positive acceptance leads to a selective perception of experience under the influence of the terms of value that now exist. The discrepancy between self-acceptance and organizational development leads to stress, confusion and maladaptive behavior.
 
An ideal self is the perception of reality that the individual would like or want to shape. It brings together all those characteristics that are potentially related to the self and are particularly high on the individual rating scale.
As the value terms set by others for the offer of the coveted acceptance and positive recognition become more rigid and demanding, the individual risks losing the direction offered by his organizational rating system and is instead guided by the value terms and the evaluation of others. The part of the individual that operates based on the requirements of the organic process of evolution is the real self.
 
The individual seems to behave with motivations and defenses that are shaped depending on how he perceives himself in relation to the experiences he lives and in relation to what he would like to be. The conflict between the ideal and the real self is a source of stress and pain, and brings to the surface the defense mechanisms (in order to make the perceived experiences less threatening), and potentially leads to psychopathological behaviors.
 
Theoretically, the individual can avoid all of the above, when he takes responsibility for his choices and is creative as a natural consequence of the realization tendency that directs him, is open to experience, trusts the organizational evaluation process and the realization tendency, lives in the objective reality (here and now) directed through an ongoing process (not a static life situation or a destination/goal) towards wellbeing!
 
For the majority of people, who did not have an ideal childhood life (with unconditional acceptance), there is hope for change and development through the processes of psychological maturity applied in the preventive or therapeutic process, where the goal is to reach agreement between self and experience, to restore the organizational evaluation process and to resolve conflicts arising from value terms. The personality of the individual can change… and this is a necessary part of development, evolution, maturation. A necessary and basic condition for the realization of this change is the acceptance of oneself! (self-acceptance)
Can we talk about intelligence when experts are still trying to define it, about 120 years since the first intelligence tests were created? Intelligence is such an abstract and broad concept, which in no way is it limited to our ability to solve puzzles/problems successfully or to do arithmetic operations easily and quickly.
 

The “ingredients” of intelligence

Whether intelligence is “one”, which allows us to solve any problem regardless of its nature (Charles Spearman/psychologist/g/general intelligence: he proposed the concept of g based on the observation that those who do well in a type of mental test tend to perform just as well in other types of mental tests), whether it is a combination of different skills, such as comprehension and manipulation of speech, the ability to quickly process information and solve problems based on existing knowledge, orientation to space, the breadth of memory, the ability to solve simple arithmetic problems, are –in essence– the two sides of the same coin.
 
The basic “ingredients” of intelligence are: 
• Abstractive thinking.
• Ability to use experiences to learn and understand new things.
• Insight into problem solving.
• Utilizing our capabilities to achieve the desired goal..  
• Ability to adapt to the environment.
• Ability to adapt to new, but also ultimately all situations.
 
 

Brilliance & Intelligence

To measure, approximately, the intelligence of an individual in relation to the rest of the population, the Intelligence Quotient (I.Q.) was created. Through methods, which usually include tests with questions or procedures with defined objects, the I.Q. of each individual is scientifically measured.
Before the discovery of intelligence tests, the concepts of brilliance and intelligence were indistinguishable.
According to experts, the average performance of a person in intelligence tests ranges between 80-120 points and only 2 between 100 people can be characterized as intelligent (i.e.120+… points).
Performance on intelligence tests is not the only criterion of a person’s intelligence. Intelligence is determined by many and varied abilities, which are not measured by tests. An intelligent person is distinguished from his peers for his perspicacity, complex thinking and the speed with which he processes information. He is insightful, he is not satisfied with commonplace or stereotypical solutions and he solves with originality and seriousness the problems he faces, because most of his thoughts prove to be correct and useful. The latter fact is very important (e.g. the intelligence of a musician is also judged by his effectiveness, i.e. by whether his work evolves existing knowledge and promotes his art).
 
We may not belong to the “elite” of 2% of intelligent people, however each of us can become “intelligent” in one or more specific areas. It has been observed that most taxi drivers, who are well acquainted with the streets of the city of London, have a more developed specific area of ​​their brain. This proves that the plasticity of the brain is such that it allows it to gain greater adaptability and “power” in certain fields, depending on the situation it is faced with (likewise a university lecturer is likely to score high on tests that test speech ability and at the same time –studying the subject– he can be a good musician, etc.).
 
 

Mental functions and nutrition

Researches show that a lack of essential nutrients can affect our mental functions in the long run (e.g. it has been observed that children who are allergic to cereals such as oats, rye, wheat are deprived of a significant group of foods and are at risk of mental deprivation, unless measures are taken in time to have a balanced diet). Low levels of vitamin B12 (found mainly in animal foods) have been found to affect the proper functioning of the nervous system, which affects certain mental functions, especially memory (it has not been found that eating certain foods makes us smarter). Proper nutrition, exercise and a healthy lifestyle in general help to balance the neurotransmitters that make up the brain “network” (but the beneficial effects of certain foods have not been established). From time to time researches are published that essentially advertise the beneficial effects of fatty fish or red wine on the prevention of Alzheimer’s disease. But that does not mean that those who eat fatty fish or drink red wine are smarter than the others.
In 1983, the theory of multiple intelligence (Howard Gardner/psychologist) was formulated, according to which the intelligence of each person is divided into nine (at least, according to Gardner) sectors, which are located in different parts of the brain. All species are important and work together, but each person has a different “distribution map” of intelligence and that makes him so different and unique. Our intelligence is not considered as a consolidated state, but develops and changes evolutionarily as we “work” and learn with it.
 
Gardner singled out (initially) seven types of intelligence and then added two reaching to nine, to which emotional intelligence was later added, which was widely accepted. Gardner argued that the concept of intelligence, as traditionally defined in the well-known I.Q. tests, is incorrect. According to the community of psychologists, Gardner’s theory is wrong and this is the general position in the psychology of intelligence (Gardner has a much higher popularity among educators and the average person than in the research community of psychology).
 

⇒  At this point I want to add another form of intelligence, the violent destructive interest intelligence or the intelligence of the private interest, which is the intellectual product of l’ Ange Nicolas and is at your disposal, in your choice and in your judgment to accept or reject it.

 
 
1. Verbal Linguistic Intelligence
The ability to use language well to express oneself in written or spoken language (two types of intelligence may emerge from it in the long run), to memorize concepts and words, to learn languages, and to understand the subtle differences between storytelling and meanings. Orators and politicians, lawyers and philosophers, poets, writers and philologists, hold it to the fullest. Examples of people with a high index of linguistic intelligence: Demosthenes, Lysias, William Shakespeare, Odysseas Elytis.
It characterizes lawyers, orators and poets.
 
2. Logical-Mathematical Intelligence
This ability has to do with logic and mathematical operations. These people better understand not only numbers, but also the relationships between social, economic and physical phenomena. They have special reasoning skills on the special and its reduction to general, and can experiment in a completely controlled way. Particularly charismatic in this are mathematicians and scientists (e.g. Archimedes, Isaac Newton). 
Their evolution and mutation in modern times could characterize them as technocrats, since they care only about numbers and the handling of objects and symbols, as they do not touch them and are not interested in the feelings and passions of people and nations.
 
3. Bodily-Kinesthetic Intelligence
The ability to control one’s body movements and to handle objects with skill. It is highly developed to athletes, doctors, builders, pilots, soldiers, surgeons, dancers.
Actors (as paradoxical as it may seem) are the champions of kinesthetic intelligence. “Kinesthetic” people are probably the most misunderstood. As children, they hate reading and do not tolerate/can stand sitting in a chair even for a moment. Their teachers treat them as refractory, maladjusted, bad students and rioters, and their parents are frustrated, they think, believe and agree that their child probably… “does not like education”.
All these people are left in an open space… no one can stop them! No wonder some of the most famous actors never finished school (e.g. Hilary Ann Swank, John Christopher “Johnny” Depp, Alfredo James “Al” Pacino, Robert Anthony De Niro).
Typical examples of this intelligence are the state and parastate security groups (police special forces), the fascist youths and Lee Jun-fan (Bruce Lee), Steven Frederick Seagal, Chuck Norris, Jackie Chan. They know how to handle their body perfectly and beat mercilessly whoever is in front of them…
 
4. Musical intelligence
The ability to understand sounds, music and rhythms. People who have it to a high degree can stand out from their childhood and usually become one-sided –perhaps not unjustly, since music is the highest form of human art, as some claim. Musicians and composers are more charismatic. Mozart is certainly the ultimate example of musical genius, but if we look at the hands of a pianist as he plays, we can conclude that he also possesses high kinesthetic intelligence. In other words, it is obvious that the types of intelligence cooperate and coexist (e.g. music/mathematics, music/rhythm, etc.).
 
5. Interpersonal intelligence
The ability to understand others and cooperate with them. It is the intelligence of leadership. To understand others and push them to express their best or worst selves (e.g. Mohandas Karamchand Gandhi, Adolf Hitler). The salesperson who makes you buy what he wants has a high interpersonal intelligence, as well as the teacher who manages to shape personalities.
Particularly useful property for politicians, teachers, doctors, leaders and salespeople.
 
6. Intrapersonal intelligence
The ability to understand our “«inner” world, our moods, our desires, our fears and ourselves. It is observed in introverted people, who choose and prefer to work individually. They delve into everything with annoying complacency and are meticulous. They learn best when they focus on a specific topic on their own and are perfectionists. The intrapersonal form of intelligence is developed in theologians, writers, philosophers, psychologists (e.g. Sigmund Freud).
 
7. Spatial intelligence
The ability to represent space in one’s mind. People with spatial intelligence can observe and manipulate balances, compositions and tendencies. They have a very good orientation in space and adapt immediately to changes in the environment. They work visually and descriptively, with artistic tendencies and very often they can consider things from a different point of view (e.g. Sergei Mikhailovich Eisenstein, Quentin Jerome Tarantino, Pablo Ruiz y Picasso, François-Auguste-René Rodin). Spatial intelligence is almost essential and is found in architects, sculptors, designers…
 
8. Existential Intelligence
People who seek, deepen, and ponder the issues of life/death, evil/good, wrong/right, non-existence/existence, with a constant tendency to expand the scope of human thought have existential intelligence (e.g. Socrates).
 
9. Naturalistic intelligence
The ability to distinguish the various living beings and to be sensitive to other elements of the natural world. It is associated with the ability of our prehistoric ancestors to separate edibles from poisonous plants and to learn about the nature surrounding them. They are practical people who like direct contact with the natural world and collections. Very good as cooks and as chemists, since they “feel” and know the nature of each material. They are animal-friendly –unless they are hunters– they can understand changes in the weather or in our natural environment more quickly. Charles Robert Darwin is the most typical example of naturalistic intelligence. Naturalistic intelligence is highly developed in botanists, geologists, farmers, gardeners.
 
10. Emotional intelligence (the contribution of emotions)
Our ability to understand our own feelings, as well as to perceive the mental mood of the people we interact with. Our emotional intelligence is an integral part of our intelligence because mental and emotional intelligence shape and complement our personality.
For many decades, human emotions were on the margins of any theory of intelligence and no one dealt with them (ignoring the fact that understanding and controlling emotions significantly affect every function of the mind). The first reports of a different form of intelligence, “emotional intelligence”, were made in the early 1990’s.
Emotional intelligence is multifaceted, it is defined in many ways and it could certainly be defined through both interpersonal and intrapersonal intelligence. It is the form of intelligence that we must all understand, study and evolve to the fullest extent possible!

The basis of emotional intelligence is the ancient Hellenic saying “know thyself” and the greatest connoisseur, representative and ambassador of emotional intelligence was Jesus Christ!

11. Violent destructive interest or intelligence of individuals of interest (this particular form of intelligence is the intellectual product of l’ Ange Nicolas)
It is the multifaceted, over-developed, mentally foolish, conscious and fraudulent ability to exercise violence, control, power, directly or indirectly, by any means and method of enforcement with negative, deadly, oppressive and destructive results for society as a whole due to private interest.
The biggest admirers of the intelligence of individuals of interest are the politicians and all the other parasitic species that thrive near them (judges, journalists, capitalists, economists, bankers, stockbrokers, etc.).
Facts:
The parent factory of human production “inherits and endows” us with a rich biological heritage and genes; our DNA (the carrier of genetic information), are, at the same time, an unprocessed (a) but also genetically determined (b) “database”.
 
a. The way we will develop our unprocessed “database” depends on many factors such as:
  • The parental and wider family environment.
  • The school environment.
  • The information we receive.
  • The various stimuli we receive.
  • The opportunities we will have in our lives.

The constant contact/“interaction”/“transaction” with the environment is what ultimately “shapes” and mold our mind. The more “rich”, diverse and inclusive the environment is, the greater and more are the benefits we reap.

This is partly reflected in the fact that the intelligence of each generation, based on performance on intelligence tests, is 5-25 points higher than the previous generation; this does not mean that we are more genius than our ancestors. If our ancestors lived today, they would perform just as well as us in intelligence tests, because the environment would provide them with more stimuli (e.g. higher standard of living, better education and health care, more evolutionary knowledge and information).

On the contrary, there is the view that intelligence is not exclusively the “offspring” of favorable conditions, but of the difficulties and challenges of life (one of the basic “components” of intelligence is the ability to adapt to the environment). In this light, it could be argued that the older generations, who were literally fighting for their survival, should have a higher I.Q. than many of today’s people. The truth is that, on such a chaotic issue as human intelligence, conflicting views are often expressed, while there will always be the question “What do intelligence tests ultimately measure?”, on the data of which we rely and most of them have about a century of life. 

b. This means that genetically there is definitely a defined predisposition in the “database” of the young human body, which is directly related to the parental biological heritage (e.g. circulation problems for the parent, circulatory problems also for the child, etc.).
 
 

About the human brain

  • The capabilities of the brain are infinite/undetermined and its capacity is not defined.
  • The brain functions as a network. All areas of the brain work together, they do not have a clear and specific role (it has been observed that people with the same brain damage did not present similar mental problems).
  • Intelligence is not about individual abilities, but the set of brain functions that allow us to perceive and process the information we receive, to deal with the problems that arise in our lives, to find solutions and to adapt effectively to changes (the only reason that experts have separated the mental functions is to be able to measure them).
Factors that deregulate and affect mental function are lack of sleep, stress, our mood, routine, air pollution and weather.
 
Lack of sleep: Lack of sleep (more than 24 hours) creates signs of mental –but fortunately– temporary disorganization, inability to concentrate, memory loss, expression difficulty, poor orientation. Adequate sleep at night (7-8 hours) is a basic condition for our mental well-being.
 
Stress: There are many times when stress makes us look ignorant without being (e.g. exam stress, where a student –although well prepared– ultimately does not perform). Inefficient stress management negatively affects his performance. This does not mean that he is not smart, but that he cannot handle his stress effectively.
 
Mental mood: It is easily understood by everyone that when we are not in a good mood, we present a picture of diffuse mental sub-function. This means that we do not hear what we are told or hear “what we want…”, our mind “travels…” elsewhere, we do not retain information and we do not process the data properly. And when a person’s mental mood is severely disturbed (e.g. in the depressed), the reduction of mental functions becomes more noticeable.
 
Routine (the enemy of the mind): When the daily life and the activities we engage in do not satisfy us (e.g. profession, lack of interests, relationships, lifestyle, etc.), then it is certain that our mental functions will also be affected.
It has been observed that retirees who spend their hours in front of the TV monotonously and passively, without making creative use of their time, may experience a weakening of their memory, as well as show aging faster than expected! That is why it is necessary for us to deal with things that interest us and require constant training of the mind with issues that excite our creativity and imagination!
 
Air pollution: Researches show that students living in areas polluted with pollutants or toxic substances (e.g. near electric pylons, near chemical plants, in large cities) have lower school performance compared to their peers living in areas without air pollution. Therefore, exposure to toxic substances affects little and in the long run… also the mental functions.
 
Weather: There is a perception that during the summer months there is a general slowness of the mind, while when the mercury is at lower levels, it is considered that we perform better at work and respond more effectively to our obligations. I understand that everything is relative (e.g. I, as l’ Ange Nicolas, operate much better during the summer months).

Is intelligence indicator also a success indicator in the life of a young person?

Not necessarily, because success in life is not necessarily determined by the I.Q. The following play an important role in the life of a young person:

  • The family environment (principles, security, support, etc.).

  • The educational community as a whole (kindergarten, school, University).

  • Emotional intelligence.

  • Honest, meaningful interpersonal relationships.

  • The essential interest in the subject of employment.

  • Any opportunities that will be presented…

  • The theoretical factor “luck”.

Formerly in the USA a “different/pioneering” education system for the so-called “gifted children” was launched. However, these children did not achieve any special distinctions in their lives, in relation to the non-“charismatic children”, with the consequence that the specific system weakens and is gradually abandoned.
 
 

Do we get smarter growing up?

We cannot claim that we get smarter. What we can say with certainty is that growing up… we feel, we become and are wiser!
Initially we receive and process knowledge, which we learn to “exploit” to our advantage (in the long run) and as a result we better deal with the problems of everyday life and improve the conditions of our lives. We gain more experiences, which we experience and process differently from each other, we evolve, we mature, and the accumulation of experiences make us more capable of handling situations and problems in life.
 
 

Is the bad student smart or not?

We characterize –unfortunately– very easily a young person/child “bad” student and forget that behind this “bad” student maybe… hides a bad teacher or an inadequate education system, which does not promote –as it should– neither the creativity nor the imagination of children. The difficulty of adaptation and the low performance of the child in school are of course also a cause for concern. It is best to check where the child may be performing poorly or have difficulty adapting (e.g. general or specific parental insufficiency, family and financial problems, lack of parental concern, care and time to deal effectively with help and development of the child, problems in relationships with teachers and classmates, lack of calm or personal space at home, etc.) than wondering about his intelligence. Inadequacy or low performance in intelligence tests at school –in no case– should be considered as evidence of marginal or low intelligence of the child, but as an indication that there are problems in his life, which require investigation and solution!
 
 

Which gender is smarter (men or women)?

It has been argued that the two genders do not exploit the same areas of their brain and that they assess the situations they face differently. Without being absolute, it seems that men take more risks, while women act after making sure that their efforts will have the desired result. In intelligence tests, it seems that most women perform better in verbal tests, while men excel in tests related to the perception of space, dimensions and distances. However, their overall score (intelligence tests include verbal and visual-kinetic tests) does not differ. Obviously, there are differences between the genders. However, they do not prove the superiority of one over the other, but they simply highlight their peculiarities. This means that the two genders complement each other and are equal in terms of the meaning and essence of their existence towards the creator.
 
 

Who are smarter (left-handed or right-handed)?

Some researchers claim that left-handed people think differently than right-handed people and that they have more creative and complex thinking. It is also observed that left-handers “exploit” both the left and right hemispheres of their brain equally well, while right-handers “use” mainly the left hemisphere (it is assumed that the right hemisphere “controls” visual-spatial perception, while the left “controls” mainly the ability of speech and analytical thinking). However, this does not prove that left-handed are smarter than right-handed, but simply that they work differently. The observations are therefore clearly theoretical and have no absolute validity.

←   Previous post: Counselling  ← |

| →  Next post: Family & Prevention   →