1.
NATURE OF
INTELLIGENCE
Multiple – Practical - Emotional
Intelligence
Cultural Impact on these Theories
AET/500
July 13, 2015
Emily Bathea, Kristina Foxx, Karen Sheppard, James Stephens Sr.

2.
"Intelligence is the ability to
find and solve problems
and create products of
value in one's own culture."
-Dr. Howard Gardner

3.
MULTIPLE INTELLIGENCES
• A theory developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University.
• It suggests that the traditional notion of intelligence, based on
I.Q. testing, is far too limited (Armstrong, 2013)
• There are eight defined intelligences also called abilities
• There are eight distinct criteria that determine an intelligence
• For a behavior to be considered an intelligence it must meet the
requirements of all eight criteria.

4.
THE EIGHT CRITERIA
• Isolation as a Brain Function
• Prodigies, Savants and Exceptional Individuals
• Set of Core Operations
• Developmental History with an Expert End Performance
• Evolutionary History
• Supported Psychological Tasks
• Supported Psychometric Tasks
• Encoded into a Symbol System
McKenzie, Jr. (1999-2013)

5.
THE EIGHT INTELLIGENCES
• Musical–rhythmic
• Visual-spatial
• Verbal-linguistic
• Logical–mathematical
• Bodily–kinesthetic
• Interpersonal
• Intrapersonal
• Naturalistic

6.
MULTIPLE INTELLIGENCE IN
THE CLASSROOM
Whatever you are teaching or learning, see how you might connect it with:
• words (linguistic intelligence)
• numbers or logic (logical-mathematical intelligence)
• pictures (spatial intelligence)
• music (musical intelligence)
• self-reflection (intrapersonal intelligence)
• a physical experience (bodily-kinesthetic intelligence)
• a social experience (interpersonal intelligence), and/or
• an experience in the natural world. (naturalist intelligence)
Armstrong, 2013

7.
MULTIPLE INTELLIGENCES=
LEARNING STYLES

8.
PRACTICAL INTELLIGENCE
• Sternberg’s theory of Practical Intelligence goes beyond what
adults learn in the classroom and focuses on practical
application.
• According to Merriam, Cafarella, & Baumgartner (2007),
“Sternberg and his associates argue that ‘the problems faced in
everyday life often have little relationship to the knowledge and
skills acquired through formal education or the abilities used in
classroom activities” (p. 377).

9.
PRACTICAL INTELLIGENCE
CONTINUED
• An example of this theory: An adult student excels in all of his
English and education classes for a degree in secondary English
education, but cannot effectively teach students because he
freezes while speaking and cannot adequately answer his
students’ questions due to panic.

10.
PRACTICAL INTELLIGENCE
CONTINUED
Sternberg developed the triarchic theory of intelligence. The three sub
theories of the triarchic theory are as follows:
• Componential sub theory, describing the internal analytical mental
mechanisms and processes involved in intelligence;
• Experiential sub theory, focusing on how a person’s experience
combined with insight and creativity affects how she thinks;
• Contextual sub theory, emphasizing the role of the external
environment in determining what constitutes intelligent behavior in a
situation”
Merriam, S., Caffarella, R., & Baumgartner, L., 2007, p. 378

11.
PRACTICAL INTELLIGENCE
CONTINUED
• Parts of the theory are:
• Culturally universal
• Culturally relative
• Practical Intelligence testing methods are currently being
validated
• When available the test will be called
• Sternberg’s Triarchic Abilities Test or STAT
Merriam, S., Caffarella, R., & Baumgartner, L., 2007

12.
PRACTICAL INTELLIGENCE
CONTINUED
• Practical intelligence and successful intelligence are connected
• To be successfully intelligent is to think well in three ways
• Analytically
• Creatively
• Practically
• Practical intelligence is the same as “tacit knowledge”
• Tacit knowledge is a combination of learned knowledge's not
necessarily explicitly known
• Difficult be transferred from person –to-person by written means
• Difficult to be transferred from person-to-person by verbal means
Merriam, S., Caffarella, R., & Baumgartner, L., 2007

13.
PRACTICAL INTELLIGENCE
CONTINUED
• Twenty-year research history provides a different level of
credibility to this work than to that of Gardner
• Evidence that adult intelligence:
• Is much more than academic abilities
• Measures on the more traditional IQ tests
• Encompasses what many of us have believed it to include all along:
everyday or practical intelligence
Merriam, Cafarella, & Baumgartner (2007)

14.
EMOTIONAL INTELLIGENCE
• What is Emotional Intelligence?
i. Goleman’s theory suggests that
emotional intelligence comes
from two different ways of
knowing, the rational and the
emotional and that feelings are
essential to thought and
thought is essential to feelings.
ii. These two ways of knowing are
thought to be intertwined and
go hand and hand.

15.
EMOTIONAL INTELLIGENCE
EXAMINED
• Goleman's popular book
from 1995 explored and
examined Emotional
Intelligence in adults:
Emotional Intelligence.

16.
EXAMPLES OF EMOTIONAL
INTELLIGENCE.
• Knowing when an argument is
reasonable and will promote a
change, without having to say
“I told you so”, people who
have good Emotional
Intelligence rarely go this
route in an argument.

17.
MODEL OF EMOTIONAL
INTELLIGENCE
• Model of emotional intelligence has five primary domains
Goleman’s source from authors Mayer and Salovey:
• Knowing ones emotions
• Managing one’s emotion
• Motivating oneself
• Recognizing emotions in others
• Handling relationships
-Mayer and Salovey’s model suggests four branches with
different meanings including:
• Perceiving emotions
• Using emotions to facilitate thought
• Understanding emotions
• Managing emotions

18.
EMOTIONAL INTELLIGENCE IN
THE WORKPLACE
• Goleman studied author
theorist Opengart, (2005)
who did a search that people
need to be able to have
emotional intelligence and
emotional work in the work
place to act appropriately in
emotional situations.

19.
EMOTIONAL INTELLIGENCE
Why do we consider Emotional Intelligence?
• It is said by Goleman that Emotional Intelligence
can be more powerful than IQ at times.
• Goleman’s theory suggest that emotional
intelligence is the determiner of success in life (
Goleman)
• We should only use emotional intelligence
research to enhance the practice of educators of
adults and not to create educational programs.
This is true to the fact that there is not enough
critical evidence to support emotional
intelligence.

20.
CULTURAL IMPACT ON MULTIPLE,
PRACTICAL AND EMOTIONAL
THEORIES OF INTELLIGENCE(S)
• An individual’s culture strongly influences the growth of the individual’s
intellects.
• All cultures assign different values of importance to different types of
intelligences.
• Relating what was absorbed from experiences to routine life events depends
on one’s individual culture. The learner uses what is familiar then modify
accordingly.
• Relating what was absorbed from experiences to routine life events depends
on one’s individual culture. The learner uses what is familiar then modify
accordingly.
• Gardner says: "It is the culture that defines the stages and fixes the limits of
individual achievement.”

21.
REFERENCES
Multiple Intelligences
Armstrong, Dr. T. (2013). American institute for learning and human development. Retrieved from
http://www.institute4learning.com/multiple_intelligences.php
McKenzie, Jr., W. L. (1999-2013). Gardener's eight criteria for identifying an intelligence. Retrieved from
http://surfaquarium.com/MI/criteria.htm
Practical Intelligence
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Knowles's andragogy, and models of adult
learning by mcclusky, illeris, and jarvis. In Learning in adulthood: A comprehensive guide (3rd ed.,
pp. 83-104). San Francisco, CA: John Wiley & Sons.
Emotional Intelligence
Merriam, S.B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive
guide (3rd ed.). San Francisco, CA.
Cultural Impact
Montrose, (2010). Multiple Intelligences and Their Impact on Education. Retrieved from
https://montrose42.wordpress.com/2010/04/05/multiple-intelligences-and-their-impact-on-education