THOUGHTFUL INTELLIGENCE IS DYNAMIC APPLICATION TO TRAIN THE MIND-SET

Prophet Muhammad (PBUH) says:

"Indeed there is relationship between intentions and actions."

Khizra was writing her M. Phil thesis in 1998 with a sub focus on child labor. Hussain a boy of nine years was introduced to her to help in household chores because she had to care for her daughter born in 1997 and a son born in 1998. In one view, it was of course child labor; Khizra should not have chosen Hussain to serve.

At once she got hooked another thought. The parents of Hussain were not able to pay for his education. Khizra was unable to offer him free education and space. Hussain desired both as he was from the countryside. Khizra was in great need of a helping hand. She chose Hussain to manage the cleaning and clothes in the morning, so she could study. In the evening Hussain was able to attend school. He passed grade 5 (primary school education) and qualified middle school education as well. He was called Hussain Bhai by the children; his meal plate was always equal to the children's meal plate. Khizra always ensured that he got eight hours of sleep daily. He was offered a monthly salary that his parents could prosper. He enjoyed T. V entertainment with the children.

He became Quran and computer literate. He also got the opportunity in Abbottabad to learn Karate with Khizra's children, once her husband was posted there. He earned a 'green belt' (a level in karate). Khizra's mother taught Hussain the skills to produce jams and pickles. He became a very good cook. Later on, he learned how to tailor gents' clothes. With all this he was encouraged to learn the skills of automobiles repairs. In 2010 after fourteen years of service to Khiza, he was able to earn 25000 rupees per month, equaling the salary of a research assistant in any public sector university of Pakistan. Hussain had an excellent sense of honesty, loyalty, cleanliness, sobriety, piety, and patience. Khizra believes that her children's growth with Hussain was a blessing from 1997 to 2010.

This day, Khizra counts the results of her thoughtful intelligence to train the mind-set regarding social issue of child labor and its practical management, the fulfillment of Hussain's, Khizra's and her children's education and moral training in a family institution to enhance profitability in the system of humanity.

Khizra's mentor Qareeb pronounces that the thoughtful mind-set has more power than hands: hands grasp the material, but the mind-set changes it.

In chapter 1 you will study the following concepts of thoughtful intelligence.

I. Relatives of thoughtful intelligence

II. Essentials of thoughtful intelligence

III. Supremacy of morals

IV. Thoughtful intelligence works

"Every civilization depends upon the quality of individuals it produces". Frank Herbert (American fiction writer, 1920-86)

Thoughtfulness is the capacity to show understanding of what impact any act or word has on other persons and refraining from it if one feels the impact will be negative. This also includes of making an effort to do it if the impact is to be positive.

Human intelligence has been defined as one's capacity for logic, understanding, self awareness, learning, planning, creativity, and problem solving. It can be more generally described as the ability or inclination to perceive or deduce information, and to train it as knowledge to be applied towards adaptive behaviors within an environment or a context. "Intelligence is the whole of cognitive or intellectual abilities required to obtain knowledge, and to use that knowledge in a good way to solve problems that have a well described goal and structure." Kutz opined that intelligence is the ability comprised of brainpower and aptitude to comprehend; and profit from thinking. Intelligence delineates the thinking/learning capacity of an individual. Intelligence is the ability to assimilate the knowledge into practice.

Thoughtful intelligence is the higher order of thinking to train the mind-set to produce intentions and actions. Thoughtful intelligence can be struggled for and acquired. It is comprised of capacity to understand and realize the impact of one's thoughts, words and actions on others' (individuals', groups', and nations') survival, dignity and development in time (days, weeks, months or years) and space (geographical land with or without human beings). It establishes thoughtful thoughts. Per the inner paradigm: Thoughtful intelligence establishes and defends moral values in the individual against internal and external threats. This defense includes detection, prevention and response to threats through the use of moral beliefs, values, rules and practices. Thoughtful intelligence visions the eyes to observe and gives the courage to understand befittingly suited to difficult times; and reveals compassion for moral development.

The individual is socially constructed. He or She expresses demand and supply of moral values in regulating and disposing of behavior in personal and public paradigms. Its acquisition and application becomes complex as it is tied to the below eleven questions. The individual's mind-set training has a collective aspect as well because it contributes to collective construction of the society. The collective aspect enables the community as a whole to benefit from individual construction. There must be an appropriate balance between the individual and collective aspects.

1. What is the relationship of the individual to the concepts of time and space?

2. What are the moral values of the individual?

3. What are the internal threats to the moral values of the individual?

4. What are the external threats to the moral values of the individual?

5. How does the individual thinks and practices the relationship to the past, present and future?

6. How does the individual thinks and practices the relationship to the natural environment?

7. How does the individual thinks and practices the relationship to the social environment?

8. How does the individual thinks and practices the relationship to the economic environment?

9. How does the individual thinks and practices the relationship to the political environment?

10. How does the individual thinks and practices the relationship to the judicial behavioral environment?

11. How does the individual thinks and practices the relationship to the community, province, and state he or she...