Note: This is the core, unedited text of your seminal research on IQC, including the foundational analysis of IQ/EQ and the Kadbanoo Principle.
The most prominent difference that distinguishes man from other inhabitants of the Earth is intelligence and sagacity and the utilization of these for individual and social progress and excellence. Countless scientists have studied and analyzed this precious, superior human faculty for centuries in pursuit of understanding this core gem.
As a result of these efforts, quantifiable findings evolved into the concept known as Intelligence Quotient (IQ). Relatively precise metrics are now available to specialists in the field of psychology to determine an individual's IQ and compare it with other humans and even other creatures.
However, even from the early days of the IQ concept, scientists noted its shortcomings. Subsequent supplementary research led to the discovery of a new concept called Emotional Intelligence (EQ).
Many of us might use the term 'IQ' in our daily conversations without knowing its precise meaning. IQ is short for Intelligence Quantity, meaning the intelligence quotient. Psychologists use a simple formula to calculate the intelligence quotient: the individual’s mental age is divided by their chronological age, then multiplied by one hundred. To simplify this formula, we can say that if an individual's mental ability is exactly equal to the ability their peers possess in that age range, their intelligence quotient will be equal to the number one hundred. However, this number has a relative nature, and experts in this field believe that inevitable errors exist in all tests.
Perhaps the point that is gaining more importance in psychology today is that a high score on a person’s intelligence test is not a solid and accurate criterion for individual success or common valuations. In psychology, different types of intelligence find meaning alongside each other. It is worth noting that, contrary to mental intelligence, which has strong genetic and biological effects, most psychologists believe that environment can have a stronger effect on other types of intelligence. For example, it is now proven that adopting specific parenting methods can lead to the growth of emotional intelligence in children.
For years, it was assumed that an individual's IQ score was the indicator of their success rate, to the extent that schools and most employment companies would administer IQ tests to individuals to measure their quotient. Approximately a decade ago, scientists discovered that, besides an individual's intelligence quotient, another indicator called 'EQ' is also involved in measuring an individual's success.
For many years, it was assumed that IQ (Intelligence Quotient) represented the amount of success individuals had. In schools, the criterion for awarding prizes to students was the intelligence test, and some companies even used intelligence tests for bonuses. In the last decade, researchers found that IQ is not the only index for assessing an individual's success. They are currently researching EQ (Emotional Intelligence).
Intelligence is one of the most important hypothetical constructs that has always been used to explain job success and efficiency since it was introduced by Alfred Binet in the early twentieth century. Emotional intelligence gained attention when Daniel Goleman published his book, "Why Emotional Intelligence Can Matter More Than IQ," in 1995.
At the beginning of the emergence of this construct, psychologists mainly focused on cognitive aspects such as memory and problem-solving. However, they soon realized that non-cognitive aspects such as emotional and social factors are also of great importance. Some researchers believe that IQ explains at best 10 to 25 percent of the variance of the performance variable.
EQ is knowing what your feelings are and how to utilize them best in decision-making. It is:
The ability to manage anxiety and control tension, and the motivation, hope, and optimism to face obstacles on the path to reaching a goal.
In fact, a way to be clever.
Empathy, understanding how your surroundings feel.
A type of social skill, getting along with people, managing emotions in relationships, and the ability to persuade and lead others.
Emotional (Affective) or Social Intelligence includes 4 skills:
Self
Others
Awareness
Action
By combining these, the fundamental components of emotional intelligence (affective) are obtained:
Self-Awareness (Includes: Self-Assessment, Self-Confidence)
Self-Regulation (Includes: Self-Control and Dependability, Conscientiousness, Achievement Drive, and Initiative)
Social Awareness (Includes: Empathy, Organizational Awareness, and Service Motivation)
Social Skills (Includes: Influence, Leadership, Conflict Management, Relationship Building, and Teamwork)
Self-Awareness: Is a type of individual ability to perceive feelings and moods. Self-Awareness helps the person to always be aware of their thoughts and feelings and, thus, helps the person to understand them.
Self-Management or Managing Emotions: Is a skill that helps individuals to express their emotions appropriately and in a socially acceptable way. In other words, it helps the person control anger, sadness, and fear.
Social Awareness: Is the ability to understand the feelings of others and utilize one's own feelings to reach goals.
Social Skills: Is the ability to connect with others in various social situations and, essentially, the capacity to continue relationships while considering the feelings of others, which is social capacity.
Research has shown that EQ or emotional intelligence is an important factor in creating fundamental life changes. Although children are born with different temperaments, and the way they deal with issues such as social interactions, enthusiasm, shyness, etc., is different, emotional intelligence (affective) helps parents and educators work on their abilities or lack thereof, and therefore prepare children for confronting the outside world. For example, instead of preventing shy children from confronting the outside world, parents should face them with new challenges, such as meeting new friends and being in new spaces. However, this encouragement should in no way frustrate or scare the children but should teach them new experiences.
Another example that can be mentioned in this regard is that research has shown that second-grade children who are nervous and always face problems are six to eight times more susceptible to violence in adolescence and committing crimes than other children. Girls who suffer from confused feelings, fatigue, and anger combined with hunger in middle school years are likely to suffer from digestive disorders in adolescence. These children are unaware of their feelings and what these feelings are. However, if they are placed in a condition where they can benefit from their emotional or affective intelligence, they will certainly not suffer from any of these issues.
Examples of issues that prevent the use of emotional (affective) intelligence include: fear and worry, a negative self-image, unrealistic expectations from life, and blaming others. Therefore, when these obstacles arise and emotional (affective) intelligence is not utilized, individuals' movements toward success are stopped.
Thus, we conclude that the goal of strengthening emotional (affective) intelligence is awareness of feelings and their cultivation to overcome life obstacles. The first step to increasing emotional (affective) intelligence is Self-Awareness. Self-Awareness means knowing how you feel and why you are having that feeling. Although this might be difficult for some individuals at first, when the person starts to understand themselves, they can also develop their other emotional skills and eventually achieve a high emotional quotient.
Source: The Internet, article “Emotional Intelligence: What is it?” Written by Nancy K. Reker and derived from the emotional intelligence article. Translated and authored by: Azadeh Dalilian
Through continuous research over the past two decades, I have encountered countless shortcomings in these two definitions of intelligence, which led to questions such as:
Throughout human history, countless geniuses have emerged who did not possess only a high intelligence quotient. Rather, they were in the middle ranks of the intelligence chart. Even more interesting is encountering people who are not even in the middle ranks of the intelligence quotient chart but have high capabilities in creativity and finding inventive ways to solve their surrounding problems. The reason for this nature is not correctly answered by the discussion of intelligence percentage nor by emotional intelligence.
It is interesting to know that in countless cases, we encounter people who have a very high intelligence quotient but lack the power and ability to utilize this innate characteristic and never find the possibility to benefit from this advantage throughout their lives.
This is where IQC enters the scene and plays its role.
IQC is the process and mechanism of maximal utilization of the intellectual capacities of the human brain.
Here, I would like to clarify this concept with a very simple example:
Consider two housewives.
Housewife Number One has an equipped and elegant kitchen, with a pantry, refrigerator, and freezer full of all kinds of ingredients.
Housewife Number Two has a small kitchen, lacking modern cooking equipment and plentiful and diverse ingredients.
Both must prepare a delicious and nutritious meal for six people with the available facilities.
Unfortunately, Housewife Number One does not have a high skill in cooking and also suffers from chronic laziness. She throws three whole, ready-to-cook chickens into a pressure cooker and adds onions and a few common food seasonings. Then, she pours a considerable amount of fragrant and well-cooked northern rice into a rice cooker, adds water, oil, and salt, plugs it in, and goes after her personal chores. Hours later, the guests arrive and are ready to eat. Housewife Number One overturns the rice from the cooker into a special dish. She plates the cooked chicken in three bowls and places them on the dining table. She puts various packaged seasonings available on the market, such as yogurt, pickles, and even fresh herbs, next to the food bowls.
Housewife Number Two:
Housewife Number Two (the Kadbanoo), knows she only has one chicken in the freezer and is aware that her husband cannot purchase anything else. So, she goes to her refrigerator (her archive) and finds some cooked mushrooms from yesterday's meal, some garlic, two green peppers, a little cheese, and a few eggs.
So, she gets to work. She puts the chicken in a pot and places it on the stove with an onion and some water. She cuts the mushrooms, garlic, and green peppers into small pieces and sautés them in a pan. She mixes some local yogurt available in the refrigerator with a little dried herb leftover from the vegetables of a few days ago, two salad cucumbers, a little pepper, salt, and garlic powder, pours it into small yogurt bowls, and, after garnishing with cut radishes, sets it on the dining table.
She removes the cooked chicken from the pot. She realizes that the soup noodles are finished, so she breaks a small bunch of available macaroni in the cupboard into small pieces and adds it along with some parsley, two chopped carrots, and some of the contents of the sautéed pan. She shreds small parts of the chicken and adds them to it. Now, adding a little tomato paste, pepper, salt, and garlic powder, she pours it into the cooked chicken broth and puts it back on the stove. While the chicken is cooking, Housewife Number Two cleans the rice and soaks it in water and salt. Now, she pours it into another pot and puts it on the stove, adding the necessary salt and oil, and goes to prepare the cooked chicken.
She separates all the bones of the only available chicken and cuts the resulting meat into small pieces. Then, she sautés them with two large onions in a pan and adds the mixture of mushrooms and other ingredients. Fortunately, she has a considerable amount of tomatoes in the refrigerator, so she adds them to the pan as well and starts setting the dining table.
Imagine the two dining tables and give them a score.
You have certainly encountered these two types of housewives in daily life. What is the difference between these two examples?
The first housewife had all the necessary and sufficient facilities and ingredients at her disposal. But the second housewife lacked even the necessary minimal needs.
The only thing that the first housewife lacked was creativity and the inability to utilize it. Therefore, she could not benefit from all her existing capacities.
Meanwhile, the second housewife (the Kadbanoo), despite having limited and below-average resources, was able to achieve maximal beneficial utilization by increasing her inner creativity and capability.
The exact same events can be found in the field of intelligence. We encounter very intelligent people in the world who are unable to utilize even ten percent of their intelligence quotient. Conversely, we deal with countless examples who show amazing creativity despite having a medium-to-low intelligence quotient. It is interesting to know that most inventors belong to this category. They have a high IQC level.
Therefore, IQC stands for the Qualitative Creativity Quotient of Intelligence or the ability to utilize it.
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