精神智力、元认知和意识的三角关系

A. Drigas, Eleni Mitsea
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引用次数: 49

摘要

在人类历史上最具挑战性的时代,科学界认识到灵性是人类智力的一个基本因素。来自心理学、医学、教育科学、经济和商业等不同领域的研究人员都接受了精神智能的概念。然而,它被认为是最具争议性和高度争议的概念之一。本研究的第一部分简要概述了基本理论框架,包括与精神智能相关的定义和理论。在第二部分中,我们提出了一种基于相应的知识-智能-意识分层模型的精神智能分层方法。这项研究的结果表明,精神智能构成了人类智能的每个子系统的支柱,因为它整合、成熟和转化了每一种身体、智力和情感能力,并导致最高形式的自我意识、自我知识和意识。实现我们真实的自我,实现我们隐藏的和最高的潜力,与通过元认知和执行功能的知识层次组织密不可分。具体来说,更高层次的自我观察、通过注意力、情绪和冲动控制进行的自我调节、解决问题、心理灵活性和适应性可以揭示我们真实而永恒的身份。必须将精神智力主要纳入商业道德、领导能力、心理健康和心理治疗、教育,特别是在学习障碍和资优教育方面的对话
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Triangle of Spiritual Intelligence, Metacognition and Consciousness
In the most challenging era in human history, the scientific community recognizes spirituality as a fundamental factor of human intelligence. Researchers from different fields such as Psychology, Medicine, Educational sciences, Economy and Business embrace the notion of Spiritual Intelligence. Nevertheless, it is considered as one of the most controversial and highly debated notions. The first section of this study gives a brief overview of the essential theoretical framework including definitions and theories related to Spiritual Intelligence. In the second section, we present a layered approach of Spiritual Intelligence based on the corresponding layered models of Knowledge-Intelligence-Consciousness. The results of this study showed that Spiritual Intelligence constitutes the backbone of every subsystem of human intelligence as it integrates, matures and transforms every physical, intellectual, and emotional ability and leads to the highest forms of self-awareness, self-knowledge and consciousness. The realization of our true Self, of our hidden and highest potentialities is tied inseparably with the hierarchical organization of knowledge through metacognition and executive functions. Specifically, higher order forms of self-observation, self-regulation through attentional, emotional and impulse control, problem solving, mental flexibility and adaptation could reveal our true and eternal identity. Spiritual intelligence is essential to be incorporated mainly into the dialogue of business ethics, leadership, mental health and psychotherapy, education especially in the case of learning disabilities and gifted education
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