Review of Scientific Intelligence and the Moral Brain

Review of Scientific Intelligence and the Moral Brain

Smart and intelligent is not enough to guarantee someone's success. There are other values that need to be held firm. This is what gave birth to the fact that many people tend to misuse high berintelejensia prowess if not supported by other intelligence factors.

In a class of human population there are a group of people with a small percentage of suffering, experiencing mental illness or isolated. This group may not "understand" what is right and wrong.

In this respect the values and philosophy played a role. Our assessment becomes the basis for trust and determine action. Philosophy is a way for us to determine the value. Intelligent philosophy is a desire to understand people, objects, and the world through a series of words to describe how they work, thus providing an emotional security in forecasting the future.

Man with the philosophy of relying on logic in making decisions, and estimates the price of something against the "code" essential or set guidelines that causes tension. Humans with this view rely on the awareness of competition, sometimes in separate social authority. In the hypothesis of this study found that there is something more fundamental than the ability of emotional intelligence. It looks sort of moral compass. This is the heart of business success that run long. "Something more" is called moral intelligence (moral intelligence.)... Moral intelligence is not only crucial to effective leadership, but also a "central intelligence" for all mankind. Why? Because moral intelligence is directly underlie human intelligence to do something useful. Moral Intelligence gives human life has a purpose. Without moral intelligence, we can not do anything and the events that become the experience so it is not meaningful. Without moral intelligence we will not know why the work we do? And what should be done?


Born Moral

A leader is best to think "we", not "me." A simple thing, where people who have good moral character which is inborn. They follow a moral compass despite the temptation. They choose which right from wrong. Good people and good leaders is part of moral values. they believe in the honesty and responsibility for oneself and others. They also grieve for the suffering of others and know how to forgive as the importance of her own.

To have moral tolerance, we first need the ability to see the world through the eyes of others. Many psychologists believe that the initial indication is empathy. Since the age of two years, we began to show cracks of justice, responsibility, and feel guilty.

We've all heard the children three or four turns responding to reality or the imagination of justice with an empathy, "That's not fair!". Many of us started at an early age to do something that we know will upset other people. Do the negative is an important part of learning has a moral. if we do not do something bad, it will be difficult for us to understand the difference between right and wrong behavior. Think about the last time that you can remember when you make a mistake.

Scientists studying the relationship between brain function and behavior begin to chart "moral anatomy" of the brain. They studied how the brain gives the impact on moral behavior. Most of us know what is right, sometimes struggling to do what we know to be true - when we lack the moral competence to act in harmony with moral guidance.

Researchers have found that our brains make a difference. When neuroscience compared with the behavior of two teenagers who suffer brain injuries, they found a sharp difference in the capacity of their wounds.

If it is true that we have a relationship to follow the Golden Rule, then how can we explain all the violence? We can try to write crime and violence as a natural mutation of normal human nature. Most of us, however, realize that there is a dark side within us.

By balancing the rate of competition and set the dark side of ourselves is the subject of moral intelligence. Choosing between competing desires is the subject of morality. There is no morality without choice. Making a decision between the rate of competition requires us to make moral choices. This is a moral intelligence, the ability to balance the pace of competition, which make us as truly human.

Psychologist Martin Seligman and his colleagues in the scope of "positive psychology" have the research that led to the six identified "common values" in all cultures in the world: hope, courage, humanity, justice, temperance, and transcendence. Despite the label change and a strong attitude that neglect the possibility of each culture to explain the principles that are different, the underlying moral sense, is always the same.

We believe in the existence of general principles, although we know the general principles are not spread as a whole. We believe that we are in harmony with these principles is very important for the struggle of the individual, organization and success.

Moral Guidance
As we saw earlier that from birth we have had a "talent" immoral. But talent alone is not enough. Stability among the talents, abilities, and action is of support towards the achievement of objectives. This is called the "harmony of life."

Reaching the harmony of life may sometimes be difficult, but it did not impose us to perform superhuman acts. Only the necessary steps that are consistent from day to day, what should we do, what we need to reach their goals. harmony of life is also not an accident. Alignment of life is needed in doing something on purpose and for a purpose. How to start?

Alignment of life has two processes. The first process, build models of your personal views: - moral "what you value, and what the most important thing that you trust? - The purpose of" what you want to improve your personality and your professionalism? - The behavior of "what action will you do to reach your goal?

Furthermore, after building a model personal harmony and know what is appropriate in the "frame" her own, do your best to improve harmony between moral frames.

Unlike a general principle, which was sent to each person, the value (value) is the individual. There is a special reason to identify important values held. Values help people to selective on how to spend precious time. While values can help tell right from wrong, values also help people to decide the right thing by guided choices. To make the right decision, to consider important choices of personal values such as health, personal growth, adventure, and family.

Same with every part of effective leadership, good decision-making to explain about your personal values. Sometimes we do not accurately assess what we say and what we do. If every time you get yourself not consistent with the values, you have a choice. You can learn to harmony better behavior with your values, develop moral and emotional competence or you simply accept that you judge something you feel is not important to you. This is no problem as long as your actions are not contrary to general principles.

Any effective leader has a crystal ball clear objectives. The objective is very important for an effective leader because the purpose of moving beyond what is conscious or good intentions of specific actions. Effective leaders accept responsibility as a way of achieving goals. Effective leaders have a goal so they pay attention. They are also encouraging their followers to build personality and achieve goals. One of the tools terhandal motivator of good leaders is to show concern for what is desired and the purpose of which is owned by the people who worked with him.

Behavior put "live" in the "life line". Habit of showing what to do, including thoughts, emotions, and actions taken. The habit is something that inspires people to follow the leader. Humans will not know you as a moral leader unless you talk about your life goals and act in harmony.

Moral Intelligence is part of the human being to sharpen the human moral compass and make sure that the objectives are consistent with moral guidance. Moral competence is the ability to act on our moral principles. Emotional competence is the ability to manage our emotions and other people in situations of moral demands. Without moral intelligence there is no training that will lead us to moral leadership, also called the brain injured child. No matter how hard their parents try to fill the positive values, they actually lack the basic neurologika, a tool to distinguish between right and wrong.

Repeal 'Images Difficult' is rooted

Repeal 'Images Difficult' is rooted

When a draft of a lesson given by a teacher to the pupils or students to get themselves through reading or other media, then when it was going transformation of science. Through the transformation of science, was born the students' response to knowledge acquired. Diverse student responses can be measured by whether or not absorbed the concept of science that give teachers or students get.
We teach students certainly have a different response to something. So it is with a science or subject matter that we provide. In addition we look at student responses directly in teaching and learning. Occasionally there is nothing wrong if we asked them whether directly or indirectly (questionnaire), learning what they like and dislike. Without intention searching our other colleagues lack of course. We can take the negative side as learning (self instropeksi) and we can take the positive side as motivation to learn to give good service to students. We can ask what makes them reasons they like or dislike of a lesson. We listen and understand the contents of their hearts. We also can enter their world (especially primary school students) but that does not mean we will comply all their wishes granted. Especially if they desire it intended to mislead. Like the students the following statement: "I do not like math because there's always homework.
"I do not like the Indonesian language teaching because nuliisss continue, boring!"
If that's the reason they are, whether we will reduce the portion of giving homework (maths) and reduce the portion of writing (Indonesian language teaching). As a wise teacher of course we would not do it and we have special considerations in the learning. We try to give an explanation to them what the benefits. With math homework, he grew adept at solving math problems. By writing, he will continue to hone skills berbahasanya.
An X class when the teacher asked one student whose value is always below the KKM. Why is it always worth students under KKM. Students responded that lesson X is difficult. Of course if we are teachers lesson X, we want to know, what makes students feel difficulty? We will try to solve the difficulties. However, after we tried a variety of tricks for telling the child had no difficulty was the child still says that the lessons of X is difficult.
This assumption is difficult students that lessons is actually from a variety of factors, both factors of itself or factors from other people. Factor of itself that is the assumption that difficult to grow on its own because it was felt pessimistic about these lessons. Factor from others is the assumption that arise because of the influence of those around him better teachers, friends, his parents.
Elementary students in general, a growing sense of love towards certain subjects initially was intrigued. Interested in this regard from a variety of reasons. Interested because they feel able, interested because of his teacher, are interested because of the lessons fun, interesting, as the feel is more challenging and so forth. And vice versa if the students do not feel interested. Not interested because they feel can not, do not like his teacher, the lessons boring, no challenge. From the feel is not interested, then growing distaste, pessimistic, and into trouble. It is difficult to understand concepts and work on the problems / exercises.
Ongoing hard feelings, and not soon be broken, there was a sense of failure to heed. If it is left then it will give tough image that will continue to cling to year after year he followed the lesson. Especially if it has long (since childhood) he felt, to have the support of the statement and the attitude of parents, friends, or any teacher that the lesson was indeed difficult. Not to mention if we are dealing with students are students who tend to be sluggish in this case lacked the fighting spirit and passion that burns in this study.
The concept of a science lesson that we are like plants growing rice in paddies. Meanwhile, on the sidelines of the plant is a weed of rice as the rice plant pests. Weeds that are ready to disturb the leaves until the roots that will hinder the fertility of rice. As was also the image is difficult on students. The impression is difficult that it will continue to hinder our students' steps to move forward and learn. Like grass it difficult to precisely that image should we get rid of, be revoked until the roots. It was not only once but we do need each time. As the regular crop fertilizer we give each month. If we do not continuously, will grow new tough image. Steps to get rid of difficult students images we can do in the activities of teaching and learning process as follows:
1. Make students interested. Creating interest in a variety of ways, in starting games, rhymes, songs, jokes, puzzles, an object and others.
2. Motivating students. Strong encouragement that students 'can' and able to develop a sense of confidence.
3. Giving the award. Sentences praise, prizes, clap your hands, thumbs-up, had made them feel valued and valuable.
4. Be generous. Generous in this regard with smiles, occasional low values, and cheap energy to provide science.
5. Know your student. Background abilities, his character, how to learn, to his family.
6. Keep positive thoughts in students. Positive thoughts will certainly produce positive particles also from the brain, making a synergic mind with her subconscious.
7. Good cooperation of teachers, principals, and parents.
Especially the beruhubungan with student motivation. Between schools and parents have the vision and mission that is consistent in terms of motivating students.
This step is expected to pull weeds learn, pull up the roots, remove the tough image in student learning. Indeed we do not attempt to directly result in significant changes to the student, but at least we are able to change negative thoughts and improve their confidence. Hopefully we can become teachers who can change the image hard to be easy or simple images. As a farmer who diligently pull out the weeds that surround the rice stem.