Comparing Geerlings Nine Different Views Of Intelligence And Learning

Academic work should not define intelligence nor should a job define ability; a person, regardless of grades, degrees, or job title, is an intellect. Together, Gerald Graff, a coauthor of They Say I say, professor, and former anti-intellect, author of "Hidden Intellectualism," and Mike Rose, professor, author, and in depth thinker, author of "Blue-Collar Brilliance," share two different perspectives on what an intellect truly is. Yet, both writings hold meaningful points and experiences to prove who qualifies to be an intellect. Society continuously focuses on what leads to a successful and rounded life: go to school, graduate, go back to school, get a degree, and then a job. It is believed that these high expectations of higher academics enables one to be more successful is correct; however, it is not. It is a person’s individual goals that give them the success they wish to have whether that be education, volunteering, or donating. Also, street smarts is not to be overlooked; a person with common sense can know more than a Doctor. Typically, a person can have either common sense or intelligence, not both. Street smarts is, without a doubt, a superior quality to possess as it encompasses more in life than just a degree does. For example, it is more appropriate to know how to cross a street properly in life than know how to perform a craniotomy. Furthermore, one does not gain knowledge and life lessons through school alone, but through experience,

Dweck’s finding surprised me. What surprised me is that alternatively I myself have always learned or heard that intelligence or IQ is something we're born with with some environmental factors having some effect on it. Moreover, it’s good to know that some one else has a different viewpoint on that it is very possible for one's abilities to go beyond. Indeed, the whole concept of hard work or effort is something very important to point out. when it comes down to intelligence because one can have a high IQ, but without any hard work or effort one can't really accomplish anything. Above all, Intelligence can be a factor of many things but one thing for sure is that hard work or effort is a necessary quality to add.

Discuss epistemology and its relevance to intelligence analysis. Select at least two principal “ways of knowing,” and describe their respective characteristics/attributes, strengths, weaknesses, and potential for improving the quality of intelligence analysis.

Scholar Howard Gardner is famous for developing a pedagogical theory detailing seven different ways that humans learn about the world around them. All human beings are different. We all learn knowledge and use our educations in a variety of ways. One flaw found in the educational system is that it doesn't always recognize different learning styles and instead teaches students using limited methods. According to Gardner's theory, this is a problem that needs to be fixed. He details seven different types of intelligence to show the various ways human beings learn.

Hitherto, there was a general belief that there was only one type of intelligence that was measured through the IQ level. It was also deeply believed that intelligence was inherited and the cognitive scientists believed that the human mind-initially a 'tabula rasa' (empty) could be trained to learn almost anything provided the content was presented in the right manner and conditions (Mark K. Smith, 2008). This is a belief that has been proven to be lacking in content and empiricism by several researchers and behaviorists.

Learning is perceived differently among society’s population, although the majority of these people have a common understanding on how to measure one’s intellectual abilities. Two important factors come into play when discussing one’s intelligence: one that Bell Hooks talks about which is background and one that Howard Gardner studies which is intelligence. Two tests made to test one’s intellectual abilities are IQ tests and SAT test. These test one’s linguistic intelligence and one’s logical-mathematical intelligence. So I raise the question: is that the only kind of intelligence we as students posses? And does a person’s background influence what they learn and how much they learn?

As the need of institutions such as schools, industries, military forces and governments became interested in individual differences in terms of intelligence the need to measure performance grew (Trull & Prinstein, 2013, p.192). This new ideology sparked the debate as to what intelligence actually is and how scientists can accurately measure it. Though there are no universally accepted definitions of intelligence, throughout the years the following concepts have been utilized. Intelligence is described by one’s ability to adapt to the environment,

We learn new things every day and learning a new thing is like a second nature to us. Everyone has different techniques to learn new thing and process new information. Learning new thing and processing information is important to human being and everyone has different learning styles. People often use intelligences to learn new information. Intelligence means the ability to acquire and apply knowledge and skills. There are many different kind of intelligences and people use couple of them while learning a new things. For me, my strongest intelligences are Visual/spatial intelligence means visualizing new information before leaning, verbal/linguistic intelligence means using words and vocabularies by speaking or writing, interpersonal intelligence means social learning in a group environment. For instance, I learn new things by writing the stuff down and working in a small group and by visualizing.

Originally when Howard Gardner, a psychologist and professor at Harvard University, developed the multiple intelligence theory in 1983 he had no intention of it being used in the classroom setting (Gardner, 2011). However, this did not stop educators based all over the world from using the theory to help students take control of their learning and better understand their minds. Gardner even came to almost fully accept and support educator’s use of his theory. Gardner stated that “Only once did I openly condemn an application of the theory. In the early 1990s, I learned from a colleague about an MI-inspired educational approach in Australia. No doubt well motivated, this approach went way too far and violated both scientific and ethical boundaries (Gardner 2011).” This theory is based on the idea that a person is not limited to one area of intelligence outright. The definition of “intelligence” is as follows, “Ability or abilities to acquire and use knowledge for solving problems and adapting to the world” (Woolfolk, 2004, 107). Intelligence is something that is often measured by tests, such as the IQ test or standardized tests. Multiple intelligences are not something that are tested for. They are experienced, witnessed in real life situations. A person cannot, and should not be defined by a single aspect, such as their intelligence; this is where the idea of multiple intelligences comes in. With the theory of multiple intelligences, people can possess different levels of

What is intelligence? This question has been asked for centuries, however, the general meaning of intelligence is the ability to acquire and apply skills and the tools which was traditionally used to measure intelligence. The IQ test measures a person’s intelligence by calculating the ratio of a person’s mental age to their chronological age and multiplying it by a 100. This test has been historically used to estimate who will succeed in life and who won’t, and in my opinion, the general definition of intelligence goes hand in hand with this, because to achieve traditional success one must have the ability to acquire and apply skills. But why does our definition of intelligence even matter? It’s because along with this one

The multiple intelligence theory of learning states that there are several different areas of intelligence; kinesthetic, intrapersonal, and interpersonal are just three of the seven. Throughout time this theory has been in debate for challenging the classic school systems own theory on how all students learn one way and one way only.

A key point to the theory of multiple intelligence is that every individual contains each intelligence to some degree, and everyone is capable of developing each intelligence to a level of competence (Armstrong). Instructors using the theory should be aware that while understanding a student’s strengths allows them to be taught more effectively; it is important to present students with opportunities to strengthen their weaknesses. This can only be accomplished by exposing them to all the intelligences. (Hoerr). When teaching a child with a strong linguistic intelligence word problems and stories around numbers can help them strengthen their mathematical-logical intelligence. Books on tape can aid someone with musical intelligence in strengthening their linguistic skill (Hoerr). The important thing is to identify a learner’s strengths and use those strengths to develop their weaknesses. Using multiple strategies to teach a concept can present a challenge in a structured classroom environment and can be accomplished at the elementary level by separating a classroom into “learning centers” that each focus on presenting information in a way that appeals to different intelligence (Hoerr).

Each of the insights of intelligence has their own arrangement of aptitudes and capacities related with them; so we can see these insights of intelligence then through the capacities and items that we have and deliver. It is a theory based on research, analysis, revision and consideration of ever changing circumstances. Gardner even suggests the idea that there might be more than eight intelligences. Many individuals question that there are more than one type of insight and rather call the greater part of Gardner 's insights gifts rather on the grounds that there is no test that can demonstrate every one of them effectively. Now let’s discuss the different types of intelligence.

The concept of intelligence can be hard to define. The question is what are the characteristics involved in one’s perceived notion of intelligence. Most people can certainly provide examples or ideas of intelligence only in regard to people. Since the concept of intelligence seems to only be based of ideas and examples constructed from individual people, how valid the tests, given to children and adults, to measure intelligence? The assessment of intelligence from the past and present are factors to consider how intelligence is defined and how those tests are applied to predict certain performances that can affect the future of people.

Why is it so important to define the concept of « intelligence » in education ? Education is dedicated to the fostering of intelligence, and students are evaluated as future members of the workforce on the basis of their intelligence, but how is this possible if we can’t even seem to agree on what ‘intelligence’ is? To this day, we do not have an official definition of intelligence. Even ‘beauty,’ another famously elusive concept, is better defined than ‘intelligence’. However, there are multiple theories about intelligence out there that are well-known and in some cases even used by schools to evaluate students. So I ask the question, « Which current theory of intelligence is most comprehensive and most relevant to education today? » When I first started researching the topic, I became more or less convinced that Gardner’s Multiple intelligences theory was most comprehensive and most relevant to education today, because it was useful to teachers and provided an alternative to the idea of a global intelligence factor, which I strongly disagreed with, and that combined with Carol Dweck’s notion of fixed and fluid intelligence, it would be more or less ideal. In this paper, I will evaluate the MI theory and try to determine whether it is, in fact, the most comprehensive intelligence theory out there, and the most relevant to education.