Module 2: INTELLIGENCE

Definition:

Generally, intelligence is defined as “...mental quality that consists of the abilities to learn from experience, adapt to new situations, understand and handle abstract concepts, and use knowledge to manipulate one’s environment.” Simply put, it is the combination of the ability to learn, recognize problems and solve problems.

While most researchers believe that the adaptation to the environment is the key to understanding both what intelligence is and what it does, I believe that both genetics and environment play a role in determining intelligence. Second, intelligence is commonly attributed to schools which led to the emergence of intelligence testing. Intelligent quotient or IQ was then introduced to help identify school children who needed extra academic assistance. While IQ tests are intended to measure intelligence, there are limitations to what can be predicted about individual students. Third, each of the four theorists made a valid point in explaining the nature of intelligence. Although, I feel like it’s difficult to generalize intelligence. Say a person who is good at memorizing may have difficulty comprehending, or someone who has got excellent comprehension skills but not so much in memorizing. I also feel like musical, kinesthenic, verbal as somewhat more of individual talents than a form of intelligence.

INTELLIGENCE + TEACHING + LEARNING

“What children learn in school depends not only on their individual abilities but also on teaching practices and on what is actually taught” (Gislason, 2010).

What does this mean exactly? We, as teachers, have the responsibility of assigning each student an educational path based on his skills and abilities and not on intelligence tests alone. While it is true that IQ tests are excellent tools to measure intelligence, they often only measure one type of intelligence, and are therefore biased against certain groups of people. Intelligence goes beyond reading, writing and arithmetic. Students with special abilities in arts, sports, or music must be identified earlier and be endorsed to schools that specialized in those areas. Similarly, students with remarkable aptitudes in math or science should be mentored by equally skilled adults.

References:

• http://otec.uoregon.edu/intelligence.htm#Definition%20of%20Intelligence
• https://www.verywellfamily.com/intelligence-1449189
• http://www.britannica.com/topic/human-intelligence-psychology
• https://www.verywellmind.com/theories-of-intelligence-2795035
• http://www.theneuroethicsblog.com/2013/09/intelligence-testing-accurate-or.html
• https://iedunote.com/components-of-learning
• https://educationalresearchtechniques.com/2015/01/10/defining-learning/
• https://www.verywellmind.com/what-is-nature-versus-nurture-2795392
• http://philosophy2100.blogspot.com/2010/10/learning-intelligence.html
• https://www.psychologytoday.com/intl/blog/the-athletes-way/201309/human-babies-rely-primitive-reflexes-learn-language-0