Culture, Intelligence, and Technology

post has three assignments

Culture, Intelligence, and Technology Chet Bowers (1999), in his article, Why Culture Rather Than Data Should Be
Understood As The Basis of Intelligence, argues that forms of technology (for example, computer-mediated thinking and
communication) amplify and reduce certain aspects of an individual’s cultural experience. For example, he says, "the
telephone amplifies voice over great distances but reduces body language and other contextual cues that are part of a
more complex and significant process of semiosis" (p. 38). According to Bowers, a similar phenomenon exists when
we view (amplify) intelligence as (1) individualistic; (2) linear; and (3) separate from culture. What is unfortunately reduced
is embodied, tacit, and intentional intelligence.

Bowers faults cognitive theorists (for example, advocates of information processing and constructivism), artificial
intelligence and technology experts, and capitalists as the creators and perpetuators of the "information equals
intelligence" metaphor. One major problem he sees with this view of intelligence is that we "misrepresent both
the culturally specific nature of intelligence and the need to assess its forms of expression in terms of moral criteria that
take account of what constitutes a just and sustainable community and ecosystem relationship" (p. 31). Bowers
continues:
The emphasis on the "processes" of intelligence has led to awarding our highest degrees to people who too
often devote their thinking skills to creating technologies that introduce toxins into the environment and to persuading
the public to buy more consumer goods. Our current way of thinking about intelligence also has led to the empowerment
of elite groups of technologists who are working to develop smarter and more complex computer systems that will further
reduce the need for human workers (p. 31).
The irony here is that we are valuing that which will eventually destroy us while ignoring that which will save us (for
example, elders’ wisdom, traditions, communities, and a healthy environment). What do you think of Browers’ claims? How
do you think his words compare with Sternberg’s (2009) discussion of cultural context and intelligence (pp. 548–553)?
Please answer the discussion question by (1) referring to and integrating ideas presented in the text and any supplemental
readings; (2) citing outside resources if necessary to make your point; and (3) following APA style guidelines for citations
and references. You will be evaluated on how well you can demonstrate that you understand the ideas presented
throughout the unit, including assigned readings, discussions, and independent investigations. You will also be evaluated
on the quality of your work—its academic rigor, how well it shows your ability to think critically, and how completely it
covers the questions asked.

2:Sea Scrolls

Dead Sea Scrolls: The Thanksgiving Scrolls Summarize the opinions of the recent scholars you read.
Describe the scroll you chose to write on.
Analyze it.
History behind the Thanksgiving Scrolls in the Dead Sea Scrolls
Minimum of five sources.
Chicago Writing Style
Dead Sea Scrolls: The Thanksgiving Scroll
Course Book: The Complete Dead Sea Scrolls in English by Geza Vermes

2.2.1. Paper number, Title of paper, Date.
2.2.2. Papers should follow the Chicago Writing Style.
2.2.3. All statements should be followed by foot or endnotes. No statement should be made
without any reference
2.2.5. Submit a bibliographical list.
2.2.6. Use at least 5 different sources, books articles encyclopedia entries etc. to your paper.
2.2.6.1. You may use Internet sources. Be very careful and critical with Internet sources.
Be sure to cite the source precisely. Do not use more than two web sites of your entire
five sources.
2.2.6.2. Be very critical using your bibliography. Remember, the bottom line is to
produce a paper that is scientific, logic and makes sense

3:High Fidelity Theme For this one, Write five (5) paragraphs, with two (2) direct quotations for every key point, each
containing one point three (1.3)compound complex sentences with Proustian subordination and similes, followed by two
aphoristic Hemmingway esque gems. Or, more importantly, just do what feels right to make your points clear and
persuasive.

Select a theme, and discuss how this theme is developed by Hornby in High Fidelity. You may also discuss other works
covered in the class (including Alice Walker?s ?Nineteen Fifty five,?!and Elizabeth Tallent?s!?No one?s a Mystery) in the
conducting of your argument, if they might prove useful for purposes of comparison or contrast.

and Technology