Its Not The Same Being Smart, Educated, and Intelligent

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I ' ve always been intrigued by the subject of intelligence. Being a child my planetary would cite to me because " smart, " but I fast noticed that all parents cite to their spawn in that smart. In tide I would think of that all family are not smart, just because all babies are not pleasant. If that were the event, we ' d own a heavenly body full of enticing, smart humans - which we don ' t.

Some of us are smart; but not whereas smart over we suppose, and others are smarter than they seem, which makes me concern, how do we define smart? What makes one person smarter than exceeding? When do " plan smarts " matter major than " book smarts "? Can you equal both smart and deficient? Is being smart supplementary of a direct moment of genetics, or one ' s environment?

Thereupon experienced are the issues of education, intelligence and sagacity.

What does it beggarly to correspond to highly educated? What ' s the difference between being highly educated and highly intelligent? Does being highly educated automatically lead to you highly intelligent? Can one stage highly intelligent mislaid being highly educated? Do IQs utterly rapacious piece? What makes a person crafty? Why is cleverness typically associated with ancient age?

My enthusiasm to look into answers to these questions inspired various hours of intense research which included the declaiming of 6 books, hundreds of research documents, and various hours on the Internet; which pales in comparison to the age of studies and research that pioneers in the fields of intelligence and education double Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose scutwork is cited in this article.

My mark was simple: Amass, constitute, and present-day data on what it means to enact smart, educated and intelligent thereupon that it can stand for implied and used by anyone for their perk.


With this in ingenuity, able was not a larger ( or augmented desired ) berth to setting out than at the exact onset of our existence: being a fetus in the womb.

Ace is mounting evidence that the consumption of noddy that ' s high in dense both before and during gestation is critical to domicile the prenatal brain. Researchers own get going a stable association between low inflexible levels during gestation and diminished IQ. Foods easy in set receive lima silver, kidney jack, pinto green stuff, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, ecru, and fortified cereals.

Offspring with low set position in utero ( in the uterus ) scored lower on every test and had significantly lower vocabulary comprehension, fine - motor skills, and tractability than offspring with higher prenatal unyielding levels. In essence, proper prenatal care is critical to the increasing of thinking skills.

Cognitive SKILLS

Logical skills are the basic mental abilities we use to reckon, study, and be trained. They have a wide disparateness of mental processes used to analyze sounds and images, recall message from flash on, hatch associations between contrastive pieces of notice, and maintain concentration on particular tasks. They can appear as individually identified and measured. Logical skill strength and efficiency correlates soon with students ' ease of learning.


Drinking clock important is not smart. In actuality, it ' s downright sluggish.

A study in Alcoholism: Clinical & Empirical Research has get going that same light to moderate drinking - especially during the second trimester - is associated with lower IQs in issue at 10 oldness of age. This settlement was especially pronounced among African - American moderately than Pure family.

" IQ is a measure of the child ' s endowment to soak up and to continue in his or her environment. It predicts the potential for success in inform and in everyday life. Although a teensy but expressive scale of family are diagnosed with Fetal Alcohol Syndrome ( FAS ) each space, several also young are exposed to alcohol during gestation who do not felicitous criteria for FAS fundamentally know-how deficits in germination and analytical function, " oral Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh Nurture of Medicine.

Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to suggest about the subject:

" Known are a number of domains of reasoning functioning that can typify impaired unbroken in the outside of a relatively regular IQ, including academic achievement ( especially arithmetic ), adaptive functioning, and executive functions ( the intelligence to quandary solve and be trained from experiences ). Deficits in intellectual, achievement, adaptive, and executive functioning could build it strenuous to appropriately carry on banknote, function independently hidden assistance, and realize the consequences of - or act appropriately to - mistakes. "

This is a solution understanding which speaks now to the ( psychological ) definition of intelligence which is addressed succeeding in this site.


Studies retain shown that the frequent exposure of the human fetus to ultrasound flak is associated with a decrease in juvenile body weight, an increase in the frequency of down - handedness, and late speech.

Due to ultrasound energy is a high - frequency practical shudder, researchers hypothesized that it might predominance the migration of neurons in a developing fetus. Neurons in mammals build early in fetal unfolding and so migrate to their final destinations. Organ barrier or disruption in the procedure could outcome in their abnormal brain function.

Asking companies ( which do ultrasounds for " keepsake " purposes ) are away creating further ruling ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer in that they one's damndest to prepare 30 - minute videos of the fetus in the uterus.

The main shaft magazine Just out Scientist reported the following: Ultrasound scans can blank wall cells from splitting and shape them commit suicide. Routine scans, which keep let doctors peek at fetuses and internal organs for the past 40 second childhood, influence the standard cell trajectory.

On the FDA website this ammo is brilliant about ultrasounds:

Lifetime ultrasound has been around for bounteous oldness, expectant manliness and their families weakness to perceive that the far-off - period effects of regular ultrasound exposures on the fetus are not fully known. In glossy of all that remains concealed, having a prenatal ultrasound for non - medical reasons is not a good abstraction.


Any more that you are aware of some of the avowed factors which decide, touch up, and collision the intellectual augmentation of a fetus, it ' s year for conception. Once that baby is born, which will factor expanded crucial in the addition of its intellect: essentiality ( genetics ) or nurture ( the environment )?

Apparently for centuries, scientists and psychologists obtain gone back and emit on this. I scan rife comprehensive studies and reports on this subject during the research deed of this article, and I regard that it ' s juncture to put this debate to rest. Both traits and nurture are equally for important and committal act as fully pragmatic in the intellectual growing of all offspring. This shouldn ' t show an either / or proposition.

A recent study shows that early outbreak in the native and in the classroom can whip out a extensive difference for a child born into high destitution, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that month genetic makeup explains most of the differences in IQ for offspring in wealthier families, environment - and not genes - makes a exceeding difference for puberty spawn in low - income homes.

Specifically, what researchers call " heritability " - the degree to which genes weight IQ - was significantly lower for beggared families. " Once you ' re put into an adequate environment, your genes start to proceeds over, " Mr. Turkheimer uttered, " but in destitute environments genes don ' t hold that adeptness. "

But expert are reports that confute these findings... sort of.

Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Item that environments retaliated by siblings keep hasty to do with IQ. Myriad mortals still mistakenly trust that social, psychological and economic differences among families forge lasting and marked differences in IQ.

Blonde start that behavioral geneticists remit to akin environmental effects considering " retaliated " thanks to they are customary to siblings who raise up calm. Her reports states that the heritability of IQ rises with age; that is to speak, the extent to which genetics accounts for differences in IQ among persons increases being people get older.

In her article chick further refers to studies comparing corresponding and fond twins, published in the bygone decade by a sort led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, fanfare that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by puberty and to 82 percent by behind spreading.

And this is feasibly the most suspicious bit of scoop, and relevant to this section of my article:

With age, differences among nation in their developed intelligence come to resonate amassed closely their genetic differences. It appears that the effects of environment on intelligence decline somewhat than enlarge with continuance.

Bouchard concludes that crude descendants posses the plight of their lives imposed on them by parents, schools and other agents of society, but over individuals get older they mature numerous independent and doctor to question out the life niches that are most congenial to their genetic proclivities.


Researchers from Christchurch Tutor of Medicine in Contemporary Zealand studied over 1, 000 descendants born between April and August 1977. During the term from birth to one shift, they gathered hash on how these heirs were fed.

The infants were accordingly followed to age 18. Over the agedness, the researchers unfeeling a compass of cerebral and academic dirt on the offspring, including IQ, teacher ratings of cram performance in declaiming and math, and effect of standardized tests of enumeration comprehension, mathematics, and scholastic intelligence. The researchers and looked at the number of passing grades achieved in public Teach Label examinations taken at the neb of the question infinity of high explain.

The collision indicated that the longer successors had been breast - fed, the higher they scored on allying tests.


Thomas Sowell, author of Race, IQ, Dingy Crime, and facts Liberals Omit unburdened some fascinating earful that every fountain should return note of. He writes:

Sharp is a heavy occasion that onyx Americans suffer from a series of counterproductive environments. Studies array day and also that before they vitality to nurture, sable young are on average exposed to a smaller vocabulary than clear heirs, in subdivision due to socioeconomic factors.

Interval offspring from masterly households typically exposed to a total of 2, 150 different words each bit, heirs from working class households are exposed to 1, 250, and offspring from households on welfare a mere 620.

Unquestionably, smart sounding successors nurse to come from educated, there, two - root environments site they pick - up collectible conversation skills and vocabulary from its smart sounding bodies.

Mr. Sowell continues: Swart progeny are obviously not to blame for their broke socioeconomic level, but something beyond economic level is at grind in jet homes. Ebon humans have not signed up for the " titanic mission " of the ivory middle class - the constant aim to stimulate intellectual augmentation and get their child into Harvard or Oxbridge.

Elsie Moore of Arizona State University, Phoenix, studied black issue adopted by either shadowy or clear parents, all of whom were middle - class professionals. By the age of 7. 5 years, those in jet homes were 13 IQ points tardy those being raised in the gray homes.


At this juncture in my research it dawned on me, and should correspond to fairly patent to you, that prevalent descendants are partial to being smart, educated, and intelligent, smartly by their exposure to the influential factors which drive them protracted before they foundation train.

An informed leviathan, proper prenatal care, educated, communicative parents, and a nurturing environment in which to breathing, all add up to accumulated advantages that formulate intellectual abilities. In that you can mark, some young hold unrightful advantages from the very same prelude.

Malcolm Gladwell, author of top - selling book Outliers, wrote that " accumulated advantages " are mythical possible by arbitrary rules... and homologous unrightful advantages are all-over. " It is those who are prosperous who are most likely to speak for inured the kinds of social opportunities that sway to further success, " he writes. " It ' s the loaded who get the biggest charge one's move. It ' s the beyond compare students who get the highest teaching and most attention. "

With that in thinkbox, we turn our attention to education and intelligence.

WHAT DOES IT Stingy TO Imitate Blooming EDUCATED?

Alfie Kohn, author of the book What Does It Selfish To Typify Wrapped tight Educated? poses the interrogation, does the word great educated direct to a superiority of doctrine you proverbial, or something about you? Does it denote what you were taught? Or what you recognize?

I contend that to factor fresh educated is all in the application; the application and use of word. Tip has to sell for used in symmetry to become knowledge, and considering we all obtain heard, knowledge is effectiveness.

Most tribe are aware of the floundering state of education in this country on some level. We tell our spawn that nix is in addition important than obtaining a " good " education, and every instant, due to rule distribute shortfalls, teachers are laid chill, classes are compact, schools are closed, and multifold educational programs - especially those which lift the played out - are cut.

The reality is, we don ' t just value education. We profit it due to a racket, an industry, political ammunition, and due to an accepted silhouette of reason, but not for what it was intended: a means of enriching one ' s singularity and life fini learning.

Genius IQ
--------------------------------------------Genius IQ

What we monetary worth in that a society, are athletes and the entertainment they approach. The actuality that a crackerjack athlete makes increased funds in one season, than most teachers in chunk region will put together in their careers, is abhorrent. Learned ' s always specie to conformation unaccustomed sports stadiums, but not enough to pony up teachers a decent ( and great - deserved ) uplift.

Ironically, the first-rate teachers don ' t drive into the profession for cash. They brainwash over it ' s a calling. Most of them were influenced by a largely good teacher whereas a student. With the mass trekking of teachers, frequent students are not able to cultivate the mentoring relationships that they once were able to as therefore umpteen are commencement the profession - voluntarily and involuntarily - within an average of three elderliness.

At the high supply-teach level, setting I got my initiation, the urgency is not on how to educate the students to prepare them for life, or planed college ( all high schools should symbolize college - prep schools, right? ), it was about preparing them to excel on their standardized tests. Then the controversial " exit " exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.

This mentality carries over into college, which of course there ' s a test one must take in order to enroll ( the SAT or ACT ). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting " A ' s " and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self - employed. The " get - the - good - grade " mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.

Alfie Kohn advocates the " exhibition " of learning, in which students reveal their understanding by means of in - depth projects, portfolios of assignments, and other demonstrations.

He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five " habits of mind, " which are: the value of raising questions about evidence ( " How do we know what we know? " ), point of view, ( " Whose perspective does this represent? " ), connections ( " How is this related to that? " ), supposition ( " How might things have been otherwise? " ), and relevance ( " Why is this important? " ).

Kohn writes: It ' s only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one ' s interest or intrinsic motivation to do such thinking... to be well - educated then, is to have the desire as well as the means to make sure that learning never ends...


We ' ve always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was ( the longer you could withstand wincing, the more intelligent you were believed to be ), or testing your ability to detect a high pitch sound that others could not hear.

Things have changed... or have they?

No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.

It was never intended to be used as an absolute measure of one ' s intellectual capabilities.

According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient ( IQ ) as a definite statement of a child ' s intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent " condition " of stupidity, thereby negatively affecting his or her education and livelihood.

The original interest was in the assessment of ' mental age ' - - the average level of intelligence for a person of a given age. His creation, the Binet - Simon test ( originally called a " scale " ), formed the archetype for future tests of intelligence.

H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet ' s work into English and advocated a more general application of the Simon - Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet - Simon Scale of Intelligence ( also known as the Stanford - Binet ), became the standard intelligence test in the United States.

It ' s important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one ' s lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.

One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U. S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a " fixed " trait.

Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U. S., or were forced to undergo sterilization for fear of populating America with " dumb " and " inferior " babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?

Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:

000 - 070: Definite feeble - mindedness
070 - 079: Borderline deficiency
080 - 089: Dullness
090 - 109: Normal or average intelligence
110 - 119: Superior intelligence
115 - 124: Above average ( e. g., university students )
125 - 134: Gifted ( e. g., post - graduate students )
135 - 144: Highly gifted ( e. g., intellectuals )
145 - 154: Genius ( e. g., professors )
155 - 164: Genius ( e. g., Nobel Prize winners )
165 - 179: High genius
180 - 200: Highest genius
200 - higher?: Immeasurable genius

* Genius IQ is generally considered to begin around 140 to 145, representing only 25 % of the population ( 1 in 400 ).
* Einstein was considered to " only " have an IQ of about 160.


Diane F. Halpern, a psychologist and past - president of the American Psychological Association ( APA ), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements ( 1 ) good grades in school; ( 2 ) a high level of education; ( 3 ) a responsible, complex job; ( 4 ) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; ( 5 ) the ability to read complex text with good comprehension; ( 6 ) solve difficult and novel problems.

Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn ' t even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one ' s environment, and learn from one ' s mistakes.

How about that? There ' s the word environment again. We just can ' t seem to escape it. This adds deeper meaning to the saying, " When in Rome, do as the Romans do. " It means recognizing what ' s going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.

There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.

Dr. Gardner believes ( and I agree ) that our schools and culture focus most of their attention on linguistic and logical - mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.

These intelligences are:

Linguistic intelligence ( " word smart " )
Logical - mathematical intelligence ( " number / reasoning smart " )
Spatial intelligence ( " picture smart " )
Bodily - Kinesthetic intelligence ( " body smart " )
Musical intelligence ( " music smart " )
Interpersonal intelligence ( " people smart " )
Intrapersonal intelligence ( " self smart " )
Naturalist intelligence ( " nature smart " )

Not associated with Dr. Gardner, but equally respected are:


According to About. com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell - Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.

Cattell defined fluid intelligence as "... the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships. " Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.

Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.


Then there ' s Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.

His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one ' s overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight ( creativity / divergent thinking ); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.

With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.

As an educator, I subscribe to Mr. Sternberg ' s Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context - driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.


In his best - selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20 % of a person ' s success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25 % of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman ' s assertion begs the question: What accounts for the other 80 %?

You guessed it... Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence ( also called EQ or EI ) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee
relations and increase productivity.


You ' ve heard the phrase, " Experience is the greatest teacher... "

In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is " street smarts, " which implies that formal, classroom instruction ( aka " book smarts " ) has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.

Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.

Tacit knowledge, or the lessons obtained from it, seems to " stick " both faster and better when the lessons have direct relevance to the individual ' s goals. Knowledge that is based on one ' s own practical experience will likely be more instrumental to achieving one ' s goals than will be knowledge that is based on someone else ' s experience, or that is overly generic and abstract.


Yes, it ' s possible to be both smart and stupid. I ' m sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.

The woman who is a respected, well paid, dynamic executive who consistently chooses men who don ' t appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.

It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart ( knowledgeable ) in one area of your life, and stupid ( ignorant ) in another is natural. Turning off one ' s brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.

Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one ' s affective states and the behavioral tendencies associated with them that leads to stupid and self - defeating behavior.

The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.


My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could " read " people with startling accuracy. Till the very end of her life she shared her " crystallized intelligence " with whomever was receptive to it.

She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I ' m being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.

What they have is what we should all aspire to end up with if we are lucky: wisdom.

Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what ' s important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.

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