How do we define intelligent?

"Whereas before we gathered knowledge to become intelligent, now intelligence is measured by how well we apply knowledge to ask the right questions about how to solve the world's problems" (p.208-209).
    I was a student rewarded for memorizing my multiplication tables first, for spelling correctly under pressure, for memorizing the steps of the water cycle, for reciting back every state and its capital, and in general, certain rote knowledge. I found success in that form of education. I was lucky that I learned early how to study to memorize and had a pretty strong memory.  However, in sixth grade I was asked to join a Junior Great Books group. The teacher in this group did not want the dictated back answer from the text, she wanted us to think. (We were still supposed to agree with her, but she was curious what we thought!) Later in my undergraduate classes at Gordon, especially in psychology, my professors expected that we would read, analyze, integrate and think about how that concept or theory applied to us, to life, to faith and to the world in general. We were expected to not just read and spit back the answers, but take the knowledge beyond the text.  Then I took a course at another unnamed university during the summer to help complete my minor in psychology. The professor had written the text, assigned us chapter to read each night, and then dictated them back to us the next day in class. He left only the last two minutes for questions and was obviously annoyed by this student, who often interrupted him and asked questions anyway. I never really got any answers, and the tests at the end of the week could have been completed by a robot that had speed read the book. Needless to say, I had to reread the text on neurological psychology before going back to Gordon to share it with my professor. When I returned there, we had long weekly conversations about the text and the theories within. This is when I finally learned how this might help me become a better person and teacher, and it was certainly more enjoyable. It was not always easy though, as my professor would ask very deep, provoking questions that you really had to think about before answering. The class for some might have been an easy A, for me it was a grade, but a waste of my time.  I relay this because I do know I gathered strength as a child in being able to immediately respond when someone asked, 'what is 9 x 6?", but that was not a skill that the world would ask of me when I was 25.  In this world where students can google anything to find an answer, I wonder if we have forgotten all those lessons about how to write good questions. The better our questions are, the more effective and less time-consuming are our searches for answers. The other piece that I see missing is teaching students to be critical consumers of knowledge. If the definition of intelligence is more about where to find the answers, then the more aware you are of the source of your information is also important. One area of the Common Core that I do like is that it forces us to create critical readers and writers of knowledge. Students today seem to be very willing to accept anything on the web as true, without ever considering the biases or the background of the person or group sharing that information.  I am all for including as much of the new technologies as we can make safely available to our students, but we also need to be guiding them in ways to determine the source and to understand why that is important to know.   I agree that intelligence is often about knowing where to find the answers, but it is more about where to find the good answers, or understanding the answers and applying them to yourself, your current project and the world.