000			02148nam a2200193Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aYakan Amma
245	1	0	_aKnowledge-Intelligence Integrative Taxonomy
260			_aBeirut _bScientific Research Centre in Aljinan University _c2011
300			_a114-142 pages
490	0		_aAljinan _v1
500			_aالنوع : Article
520	3		_aKnowledge and intelligence constitute the base for human cognition processes. Knowledge and intelligence are also reciprocal since intelligent behavior requires good knowledge and good knowledge about a problem implies an intelligent behavior to solve it. Educational psychologists have thoroughly studied knowledge and intelligence concepts while discussing the teaching and learning paradigms. Knowledge is defined to be information in action or the set of skills, competencies, beliefs, and insights owned by an individual and exerted during problem solving process. Intelligence, on the other hand, is the process conditions affecting the problem solution, such as time, place, shape, suitability, appropriateness, reliability, and truthfulness. Intelligence is the general ability to learn, to acquire, and to use new knowledge. Little, if none, has been written on building a conceptual structure for knowledge concept with major, if not all, relational connections to the human intelligence concept. The primary objective behind the development of a knowledge-intelligence taxonomy is to create an integrated educational environment that merges between learning theories and teaching theories and guide the teacher-students communication toward a teacher-student matching learning and teaching styles. The human cognition is a system of thinking having knowledge as input, memory, and intelligence as process tools, and intellectual capital as the primary output that represents the last stage of a three phased cognitive system: Knowledge-Intelligence-Intellectual Property.
650		4	_aIntelligence
650		4	_aIntelligence
650		4	_aالذكاء
856			_uhttp://www.jinan.edu.lb/pages/ar/publications#search
942			_cLAESDATA
999			_c20322 _d20322