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Nature of intelligence Presentation
- 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 theability to find and solve problems and create products of value in one's own culture." -Dr. Howard Gardner
- 3. MULTIPLE INTELLIGENCES • Atheory 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 THECLASSROOM 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.
- 8. PRACTICAL INTELLIGENCE • Sternberg’stheory 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 • Anexample 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 developedthe 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 • Partsof 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 • Practicalintelligence 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-yearresearch 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 • Whatis 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'spopular 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 THEWORKPLACE • 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 dowe 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 ONMULTIPLE, 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
Editor's Notes
- #4 This theory was developed by Dr. Howard Gardner, professor of education at Harvard University in 1983 All human beings have a different number of abilities of intelligences (eight in total) (J. T. Stephens, personal communication, July 10, 2015) No two people have the same exact combination of intelligences (J. T. Stephens, personal communication, July 10, 2015) Intelligences are made up of distinct criteria and that for any particular behavior to be considered an intelligence it must meet the requirements of all eight criteria (J. T. Stephens, personal communication, July 10, 2015)
- #5 Gardner articulated eight criteria for a behavior to be considered an intelligence For any particular behavior to be considered an intelligence it must meet the requirements of all eight distinct criteria. Isolation as a brain function – “A true intelligence will have its function identified in a specific location in the human brain” (McKenzie, Jr. (1999-2013)). The existence of prodigies, savants and exceptional individuals – “There are specific human abilities which can demonstrate themselves to high degrees in unique cases. Highly developed examples of a true intelligence are recorded in rare occurrences” (McKenzie, Jr. (1999-2013)). Set of core operations – Each intelligence has its own unique identifiable set of practices and procedures Developmental history with an expert end performance – “A true intelligence has an identifiable set of stages of growth with a Mastery Level which exists as an end state in human development” (McKenzie, Jr. (1999-2013)). Evolutionary history – There is undisputed evidence that the human species has developed intelligence over the history of time through experience gained by humans as they evolved. “A true intelligence can have its development traced through the evolution of homo sapiens” (McKenzie, Jr. (1999-2013)). Supported psychological tasks – “Clinical psychologists can identify sets of tasks for different domains of human behavior. A true intelligence can be identified by specific tasks which can be carried out, observed and measured” (McKenzie, Jr. (1999-2013)). Supported psychometric tasks - ”Psychometric tests can be designed and used to identify and quantify true unique intelligences. The Multiple Intelligence theory does not reject psychometric testing for specific scientific study” (McKenzie, Jr. (1999-2013)). Encoded into a symbolic system – As humans have evolved, they have developed symbols with associated disciplines. “A true intelligence has its own set of images it uses which are unique to itself and are important in completing its identified set of tasks” (McKenzie, Jr. (1999-2013)).
- #6 Musical–rhythmic : This is an intelligence denoting one is ““music and/or rhythmic smart”” (Armstrong, 2013) Visual-spatial: This is an intelligence denoting one has visual acuity and is ““picture smart”” (Armstrong, 2013) Verbal-linguistic: This is an intelligence denoting one is skilled in language and is ““word smart”” (Armstrong, 2013) Logical–mathematical: This is an intelligence denoting one is ““number and reasoning smart”” (Armstrong, 2013) Bodily–kinesthetic: This is an intelligence denoting one is skilled in the use of their hands and is ““body smart”” (Armstrong, 2013) Interpersonal: This is an intelligence denoting one is socially skilled and is ““people smart”” (Armstrong, 2013) Intrapersonal: This is an intelligence denoting one is ““self smart”” (Armstrong, 2013) Naturalistic: This is an intelligence denoting one is ““nature smart”” (Armstrong, 2013)
- #7 The eight multiple intelligences (abilities) correlates to what type of learning style a student learns best by. All individual learners possess a blend of all eight abilities. 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
- #9 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).
- #10 According to Sternberg's 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.
- #11 Sternberg’s thoery suggest that the triatic theory of intelligence are composed of three sub theories: Componential sub theory-Internal analytical mental mechanisms are used. Experiential sub theory- One’s Experience, insight and creativity will be geared towards how Contextual sub theory- Emphasizing the role of the external environment in determining what constitutes intelligent behavior in a situation
- #12 According to Sternberg, “parts of the theory are culturally universal, and parts are culturally relative” (Merriam, S., Caffarella, R., & Baumgartner, L., 2007, p. 378). Sternberg and his colleagues are currently validating a test for practical intelligence called Sternberg’s Triarchic Abilities Test or STAT (Merriam, S., Caffarella, R., & Baumgartner, L., 2007, p. 378).
- #13 Sternberg expanded his practical intelligence theory with “successful intelligence.” He said, “to be successfully intelligent is to think well in three ways: analytically, creatively, and practically” (Merriam, S., Caffarella, R., & Baumgartner, L., 2007, p. 379). Sternberg also explored tacit knowledge and states, “tacit knowledge appears to reflect a single underlying ability which [they] lable practical intelligence” (Merriam, S., Caffarella, R., & Baumgartner, L., 2007, p. 380).
- #14 In conclusion, Merriam, Cafarella, & Baumgartner (2007) state: There is a twenty-year research history that provides a different level of credibility to this work than to that of Gardner, or, as we next explore, to the concept of emotional intelligence. For educators of adults it provides rich evidence that adult intelligence is much more than academic abilities and measures on the more traditional IQ tests, but also encompasses what many of us have believed it to include all along: everyday or practical intelligence” (p.380).
- #15 Emotional Intelligence is the connection between the rational and the emotional brain. Goleman's theory suggest feelings are essential to thought and thought is essential to feeling (Merriam.,2007.) Rational thinking and the emotional brain work together to support emotional intelligence.
- #16 In 1995 Goleman's popular book Emotional Intelligence examined the theory and suggestions behind Emotional Theory. This spark national interest to all authors who were curious about researching emotional intelligence.
- #17 Knowing how to argue is a skill of individuals with emotional intelligence. People who are more in tuned with their emotional intelligence are very reasonable and rational thinkers. They are not convince by “I told you so” arguments or arguments that need to show evidence to prove a winner. (meerium.,2007)
- #18 Goleman’s Theory suggest that There Is a model of emotional intelligence that include: 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
- #19 Emotional intelligence in the work place is very important when in certain situations. It is very important that individuals are able to be emotionally in tuned with their work team; additionally, as a leader individuals also need to know how to respond to sensitive matters appropriately and professionally using the correct emotion in the workplace.
- #20 Merrium Suggest that we should not use Emotional intelligence as a guide to create or run educational adult programs but instead we should use the theories merely as tactics to enhance the practice of the educators. (merrium.2007.)
- #21 * Gardner stated that culture also plays a large role in the development of the intelligences. (Montrose, 2013, para. 13.) The cultural importance placed upon the capability to accomplish particular duties delivers the motivation to become competent in those areas. (Montrose, 2013, para. 13.) *For example a community that does not put an emphasis on structured education but does on musical talent may produce more skilled musicians.