Analysts who adopt critical thinking stand to improve their analysis.
This paper defines critical thinking in the context of intelligence analysis, explains how it influences the entireintelligence process, explores how it toughens the art of intelligence analysis, suggests how it may be taught, and deduces how analysts can be persuaded to adopt this habit.
Given these understandings, how might "emotional intelligence" be provisionally conceptualized?
Most simply, emotional intelligence can reasonably be conceived as a measure of the degree to which a person successfully (or unsuccessfully) applies sound judgment and reasoning to situations in the process of determining emotional or feeling responses to those situations.
Graduates of this course are prepared to apply critical thinking and Structural analysis as a NATO Intelligence analyst, in order to provide more accurate, collaborative intelligence that can be validated by other analysts.
Although technological marvels assist analysts by cataloging and presenting data, information and evidence in new ways, they do not do analysis.Once some preliminary distinctions are set out, I will focus on a conceptualization of the mind, its functions, and primary motivators, including a brief analysis of the relationship between thoughts, emotions and desires.I will then develop a critical analysis of the primary theoretical views of Goleman. In Standard English usage ’intelligence’ is understood as "the ability to learn or understand from experience or to respond successfully to new experiences"; "the ability to acquire and retain knowledge (Webster’s New World Dictionary)." Its possession implies the use of reason or intellect in solving problems and directing conduct. In standard usage, the term ’emotion’ is used to designate "a state of consciousness having to do with the arousal of feelings (Webster’s New World Dictionary)." It is "distinguished from other mental states, from cognition, volition, and awareness of physical sensation." Feeling refers to "any of the subjective reactions, pleasant or unpleasant" that one may experience in a situation." If we provisionally understand critical thinking as Robert Ennis defines it, namely, as "rational reflective thinking concerned with what to do or believe," then it clearly implicitly implies the capacity to bring reason to bear on emotions, if for no other reason than that our emotions and feelings are deeply inter involved with our beliefs and actions. I shall argue that critical thinking cannot successfully direct our beliefs and actions unless it continually assesses not simply our cognitive abilities, but also our feeling or emotion states, as well as our implicit and explicit drives and agendas.For example, if I FEEL fear, it is because I BELIEVE that I am being threatened. I shall argue, in other words, that critical thinking provides the crucial link between intelligence and emotions in the "emotionally intelligent" person.In enables us to go into virtually any situation and to figure out the logic of whatever is happening in that situation.It provides a way for us to learn from new experiences through the process of continual self-assessment.What is more, it is evident that to learn to solve problems effectively, one must have the desire to do so. Thus the affective dimension, comprised of feelings and volition, is a necessary condition and component of high quality reasoning and problem solving.Every "defect" in emotion and drive creates a "defect" in thought and reason.To engage in high quality reasoning, one must have not only the cognitive ability to do so, but the drive to do so as well.One must feel the importance of doing so, and thus be driven to acquire command of the art of high quality reasoning.