What defines a truly smart person?

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Discussion Overview

The discussion revolves around the definition of a "smart person," exploring various dimensions such as knowledge acquisition, intelligence, curiosity, and the implications of IQ tests. Participants examine the distinctions between intelligence, knowledge, and success in everyday life, while also questioning societal perceptions of historical figures like Albert Einstein and Isaac Newton.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • Some participants propose that knowledge accumulation is a key factor in defining intelligence, while others argue that doubt and curiosity are equally important.
  • There is a discussion about the validity of IQ tests and whether they accurately measure intelligence, with questions raised about how a young person can achieve a high IQ score.
  • One participant suggests that being "smart" includes practical problem-solving skills and the ability to connect with knowledgeable individuals.
  • Concerns are raised about the societal tendency to overlook personal flaws in highly regarded figures, questioning whether historical geniuses like Einstein and Newton might have had average or below-average IQs.
  • Another viewpoint emphasizes that intelligence can exist independently of knowledge, suggesting that a young child could be a genius without extensive knowledge.
  • Some participants highlight the importance of adhering to the scientific method and empirical evidence in discussions about intelligence and knowledge.

Areas of Agreement / Disagreement

Participants express a range of views on what constitutes a smart person, with no consensus reached. The discussion includes competing definitions of intelligence, knowledge, and the role of curiosity, indicating a lack of agreement on these concepts.

Contextual Notes

Participants acknowledge the complexity of defining intelligence and the influence of societal perceptions on historical figures. There are also references to personal experiences that challenge conventional definitions of intelligence and knowledge.

  • #31
jbriggs444 said:
If I have flour in a canister over here, milk in the jug over there and lard in the tin in the pantry then in what sense do I have a biscuit. And how many?
I get what you were saying. And yes these are the questions that would be need to be answered when coming up with a definition of your biscuit. And there are many ways of defining your biscuit.

I was assuming this definition was already in place and that you started with 28 of them.
 
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  • #32
julian said:
I get what you were saying. And yes these are the questions that would be need to be answered when coming up with a definition of your biscuit. And there are many ways of defining a biscuit.

I was assuming this definition was already in place and that you started with 28 of them.
I am not trying to be difficult. But you claimed that conservation of the number of biscuits follows from conservation of mass.

The mass of the flour, milk, salt, lard, etc that go into a batch of 28 biscuits is indeed close to the mass of the resulting biscuits. But you started with no biscuits and ended with 28.

The mass of the 28 biscuits hot from the oven will be similar (though not identical!) to the mass of the biscuits that you eventually eat. Yet any mass discrepancy does not alter the number of biscuits you have.

The mass of the biscuits you eat can be accounted for if you weight yourself before and after the meal. Yet you started with 28 biscuits and ended with fewer objects which would be regarded by anyone as a "biscuit".

And yes, I am sure that you are right that the folks you are arguing with are idiots who think that they have "disproved subtraction" (whatever that means). But there are a couple little quotes that I like to use:

"If you find yourself arguing with an idiot, chances are good that he is doing the same"

"Never argue with an idiot. They'll drag you down to their level and beat you with experience".
 
  • #33
Let me explain what this is all about. Say you start with 28 biscuits on your plate of you eat 2 of the biscuits. There MUST then be 26 biscuits left behind on the plate because this is the only way that:

"Your weight before the meal + the weight of 28 biscuits = your weight after the meal + the weight of the biscuits left behind on the plate."

Here's the thing...These people I know have got this odd idea in their heads that you can start with 28 biscuits, eat 2 biscuits and then have say 27 biscuits left behind on the plate instead. But this does not conserve mass! (I'll explain later why they have come to this bizarre conclusion that you can have say 27 biscuits left behind on the plate).
 
  • #34
Seems we are at a stage where a harmless, maybe lame joke turned into an overkill, both of which are way off-topic. I assume this is because the initial question has been answered sufficiently in many ways.

This thread is therefore closed now.
 
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