“All systems of education are based on some notions of intelligence.” -Raty, et. al. (1995)
Hello! I’m summing up my learnings - personal reflections and insights on theories - from Module 2 “Theories of Intelligence” in the course “Theories of Learning” in which I am enrolled this semester. I’d like to share my thoughts on intelligence, structured according to three parts for better analysis - a) nature of intelligence, b) links between intelligence and education, and c) its implication on policies and broader practices in education.
1. THE NATURE OF INTELLIGENCE
How do you characterize intelligence? What are the characteristics of intelligence? How do you recognize an intelligent person? I find it best to first share what key researchers describe of intelligence, as summed up below.
g factor (general intelligence; Spearman)
primary mental abilities (Thurstone)
triarchic intelligence (Sternberg)
multiple intelligences (Gardner)
fluid/crystallized intelligence (Cattel)
implicit theory of intelligence (Dweck)
Given the above theories/models, could we say that one is “more correct” than the others or that any is “incorrect”? As these are theories, based on scientific analysis and rigorous research, I don’t think we can categorically say that any is wrong. In all fairness, each of their prominent theories of intelligence has contributed quite significantly to the enrichment of discussion and scholarly debate on the nature of intelligence. Through the years, one theory has built on another that lead to the proliferation of ideas and better understanding of the topic. It is safe to conclude that intelligence is necessary for learning. Any form of learning - formal education, training, or practice are related to intelligence or the ability to understand, apply knowledge and skills, and reason or make sense of what is known. However, as to whether a more “intelligent” person, based on tools to measure the level of intelligence, can learn faster remains a subject of academic discussions on the topic.
2. ON INTELLIGENCE AND EDUCATION
How are attitudes and behaviors towards teaching-learning influenced by personal beliefs about the nature of intelligence?
I would like to expound on what I shared in our virtual discussion rooms about Dweck’s implicit theory of intelligence vis a vis successful learning. I believe this applies to how educators’ and learners’ attitudes and behaviors toward teaching and/or learning can be influenced by their personal beliefs about the nature of intelligence. In her article (2015), she spoke of "growth mindset" which basically argues that false growth mindset can hinder learning for success. In her book, "Mindset: The New Psychology of Success", she emphasized that "a growth mindset isn’t just about effort (because) effort is a means to an end to the goal of learning and improving." An interesting question she raised in her related article (2015) is this - How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? and immediately followed it up with a brief answer - "Let’s legitimize the fixed mindset." Elaborated, she shared that "(1) we’re all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.”
To put it quite simply, intelligence is inherent in humans. Levels or spectrum of intelligence may vary but all humans are intelligent beings. Now, it's only a matter of how intelligence is used to optimize learning. Methods and ways are available to enhance the learning experience which, in reciprocity, enhances one's intellectual abilities.
3. IMPLICATIONS ON POLICIES AND BROADER PRACTICES
Will differences in beliefs toward education hold even bigger implications for national and global interests?
Certainly. Historically-speaking, I must say we have gone a long way. In fact, we may have gone too far that matters become too complex that policymakers in specific fields sometimes clash with education policymakers. Imagine how education has progressed from teacher-centered classrooms to learner-centered learning environments? How far have we evolved from tangible scrolls to educational technology and online learning? How far have we developed in methodology that was based on a rigid group of scholars to inclusive discussions that engage the community of parents, teachers, students, and other actors?
A sad reality though is that it is often misused or abused by “offended” or self-proclaimed “marginalized” sectors. For example, certain LGBT groups in the US argued that LGBT issues be taught to kids in primary school i.e. “assisting” kids to determine their gender identity. In my opinion, it is too much for kids to grasp these things, if not stupid for any lobbyist to do so. It’s just inappropriate, let alone a waste of time.
As I depart Module 2, I’d also like to share three takeaway keywords/phrases or thoughts - 1) intelligence is a prerequisite to learning. 2) While intelligence may be defined, described, interpreted, measured, and analyzed in many ways, key groups of words are most related to it - inherent/ability/capability, understand/mental/cognitive, and influence/environment/external. 3) Finally, we all “learn” whether we deliberate do so or unintentionally.
Key readings and references
Dweck, C.S. (2000). Self-theories: Their role in motivation, personality and development. Taylor & Francis: Philadelphia, PA.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. (2015). Carol Dweck Revisits the 'Growth Mindset'. Education Week Explains “false growth mindset” and how to help educators adopt a deeper, true growth mindset
Goddard, Henry H. 1920. Human Efficiency and Levels of Intelligence. Princeton NJ: Princeton University Press. pp. 8, 12, 19–20, 127–128. || WorldCat
McLeod, S. (2018). Nature vs Nurture in Psychology. Simply Psychology
Proc Natl Acad Sci U S A. 2016 Nov 22; 113(47): 13354–13359. Published online 2016 Nov 8. doi: 10.1073/pnas.1601135113
Räty, H., Pölönen, K., Pölönen, P. & Snellman, L. (1995). Älyllisen kyvyn määrittely ja oppilasarvostelu: historiallisia näkökohtia (English Summary: Student assessment and definition of intelligence: A historical perspective). Psykologia, 30, 179–185.
Sternberg R. J., Grigorenko E. L., Bundy D. A. (2001). The predictive value of IQ. Merrill-Palmer Q. 47, 1–41. 10.1353/mpq.2001.0005 [CrossRef] [Google Scholar]
Sternberg, R. J., & Grigorenko, E. (Eds.). (1997). Intelligence, heredity and environment. Cambridge University Press.
Spearman, C. (1961). "General Intelligence" Objectively Determined and Measured. In J. J. Jenkins & D. G. Paterson (Eds.), Studies in individual differences: The search for intelligence (pp. 59–73). Appleton-Century-Crofts. https://doi.org/10.1037/11491-006
Sternberg, R. (n.d.). “Human intelligence” in Encyclopaedia Brittannica. Retrieved from http://www.britannica.com/topic/human-intelligence-psychology
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