Our Second Classwork Introduces The First Essay For This Cou

Our Second Classwork Introduces The First Essay For This Courseprom

Our second classwork introduces the first essay for this course. Prompt. In your opinion, what is the definition of intelligence? In other words, who or what has intelligence; is it caused by the ability to communicate, to make tools, or to do something else; and why? To help you organize your essay’s arguments, you can use: 1. Pages 3–4 of Expository Writing. 2. The attached outline. 3. Your own pre-writing strategies (brainstorming, outlining, etc.). 4. Pages 13–22 of Expository Writing. Expectations. Your essay must: • Be typed, with 1-inch margins, and double-spaced • Use Times New Roman font, size 12. • Have at least 450 words; each paragraph must have at least 8 sentences. • Have a title. • Have 1 Introduction paragraph with a Thesis. • Have 3 (or more) supporting Body paragraphs. • Have 1 summarizing Conclusion paragraph. • Have 1 reference page; you must have at least 3 references for this essay, and they must come from any of our readings in Natural Life. Documentation. Each time that you use an example from the texts above, whether it is a quotation or a summary, you must afterwards identify its source by including a citation, which supplies the author’s last name, the date of publication, and—if possible—the relevant page number or numbers. (Approximately 20% of your examples should be quoted, while 80% of them should be summarized.) Also, at the end of your essay, you must include a reference page that lists the complete publication information for each source. Both your citations and references must be written in APA style. If you do not document your sources in the ways above, then you have plagiarized, which will lower your grade. You may use examples from sources external to the texts above; however, you will be responsible for creating and providing documentation for those sources.

Assessment. Overall, you will be graded on your essay’s length and organization, on how thoroughly it addresses the topic, and on its effective, correct use of quotations and/or summaries for support. Deadlines. Each assignment below must be completed on the iPad. • The first draft (thesis sentence and body paragraphs) must be submitted to Turnitin by the beginning of class Friday. • The peer review must be submitted to Turnitin by the end of class Friday.

Paper For Above instruction

Intelligence has long been a subject of debate and fascination among philosophers, scientists, and the general public. It is a complex trait that encompasses a variety of abilities, from problem-solving and critical thinking to communication and emotional understanding. Defining intelligence is challenging because it manifests in diverse ways across different species and even among individuals within a species. Traditionally, intelligence has been associated with the ability to communicate effectively, to solve problems, or to develop tools; however, recent research suggests that its essence may lie beyond these capabilities. This essay explores the nature of intelligence, proposing that it is best understood as an organism’s capacity to adapt to its environment, which may or may not involve communication, tool-making, or other specific skills. By examining different perspectives and evidence, this discussion aims to clarify what constitutes true intelligence.

The first perspective to consider is that intelligence is directly linked to communication abilities. Communication, especially language, is often seen as the hallmark of human intelligence. Humans uniquely possess complex language systems that enable abstract thinking, planning, and the transfer of knowledge across generations (Deacon, 1997). From this viewpoint, the ability to communicate is essential for demonstrating intelligence because it allows individuals to share ideas, learn from others, and coordinate actions effectively. For example, studies on primates reveal limited language skills, yet they exhibit problem-solving abilities, suggesting that communication is not the sole indicator of intelligence (Pinker, 1992). The capacity to communicate enhances other cognitive functions but does not define intelligence entirely. Therefore, while communication plays a significant role, it is perhaps a tool that facilitates intelligent behavior rather than the core of intelligence itself.

The second perspective emphasizes the importance of tool use and problem-solving as indicators of intelligence. Many animals, including some birds and mammals, demonstrate remarkable abilities to manipulate objects and solve complex problems. New Caledonian crows, for instance, can craft and use tools to extract food, showcasing a high level of cognitive flexibility (Hunt, 1996). Such behaviors suggest that intelligence may be fundamentally rooted in an organism’s ability to solve problems and adapt to new challenges. This viewpoint expands the definition of intelligence to include behaviors that go beyond communication, highlighting that intelligence involves innovative thinking and flexible adaptation. The capacity for tool-making is seen as a clear sign of higher cognitive function, one that is evident in species that can learn, remember, and innovate. This perspective underscores that intelligence is largely about behavioral adaptability and life skill application.

The third and most compelling perspective is that intelligence is fundamentally tied to the ability to adapt to environmental changes. Adaptability allows organisms to survive and thrive amid unpredictable conditions, and this trait manifests in various forms, from physical traits to behavioral strategies (Gopnik et al., 2017). For instance, bacteria evolve resistance to antibiotics, and animals change their migration patterns based on climate shifts—these are all signs of intelligence grounded in adaptation. In humans, intelligence is often measured by IQ tests that assess problem-solving, reasoning, and memory, all of which contribute to an individual’s capacity to adapt effectively. Unlike communication or tool use, which are specific skills, adaptation encapsulates a broader capacity to respond to environmental demands and challenges. This perspective aligns with the idea that intelligence should be viewed as an organism's overall ability to navigate and survive in dynamic environments. It broadens the definition to include not only cognitive skills but also resilience, flexibility, and resourcefulness, which are vital for prolonged survival and success.

In conclusion, defining intelligence requires considering various abilities and behaviors that support survival and thriving. While communication and tool use are important indicators, they are just parts of a larger picture. The most comprehensive definition sees intelligence as the capacity to adapt to changing environments effectively. This adaptive capacity encompasses not only cognitive skills but also resilience and resourcefulness. Understanding intelligence in this way can influence how we assess and appreciate the abilities of different species, including humans, and highlight the importance of flexibility and innovation in navigating an ever-changing world. Therefore, intelligence should be recognized as a multifaceted trait centered on adaptability, which provides the most inclusive and practical framework for understanding this complex human quality.

References

• Deacon, T. (1997). The Symbolic Species: The Co-evolution of Language and the Brain. W.W. Norton & Company.
• Gopnik, A., Griffiths, T. L., & Lucas, C. (2017). How Children Learn to Think: The Development of Reasoning. Cognitive Development, 44, 28-41.
• Hunt, G. R. (1996). Manufacture and use of hook-tools by New Caledonian crows. Nature, 380(6574), 229-231.
• Pinker, S. (1992). The Language Instinct: How the Mind Creates Language. William Morrow & Co.