Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (20)
Similar to Nature of Intelligence
Similar to Nature of Intelligence (20)
Recently uploaded
Recently uploaded (20)
Nature of Intelligence
- 1. Donisha Young Realitie Depoyster Christie Wright Mia Carson AET500 05/18/2015 Ms. Elizabeth Pace Nature of Intelligence
- 2. Multiple Intelligences Emotional Intelligence Practical Intelligence Cultural Impact Nature of Intelligence Nature of Intelligence
- 3. Adults need to be accommodated based on the way they learn. Adults learn based on different intelligences according to the theory of multiple intelligences. Adults have different abilities and intelligences when it comes to learning (Tai 2014, pg. 11-25). Multiple Intelligence
- 5. The ability to apply knowledge to real world situations “Street Smarts” Indispensable The ability to thrive in a real world environment Not get taken advantage of easily Practical Intelligence
- 6. Rational (thinking) vs. Emotional (feeling) and the correlation (Goleman, 1995) Four domains of emotional intelligence defined; self-awareness, self-management, empathy, and putting it altogether in social relationships (Goleman, 2010). The effects of emotional intelligence in women, men, and children Benefits of social learning emotional programs (Goleman, 2010) Emotional Intelligence
- 7. Emotional Intelligence Four Domains Self Awareness Self Management Empathy Putting it All Together
- 8. Cultural Impact On These Theories All Behaviors Are Found Every Culture Culture Defines the Stages of Individual Achievement Culture for Multiple Intelligence Culture for Practical Intelligence
- 9. Social Networks Sociocultural Awareness Society Media Challenge Expectations Culture s Gender Race Roles Non-Verbal Cultural Impact On These Theories
- 10. Individualist Perspective Collectivist Perspective Students work independently; helping others may be cheating. Students engage in discussion and argument to learn to think critically. Property belongs to individuals, and others must ask to borrow it. Teacher manages the school environment indirectly and encourages student self – control. Students work with peers and provide assistance when needed. Students are quiet and respectful in class in order to learn more efficiently. Property is communal. Teacher is the primary authority, but peers guide each other’s behavior. Source: Adapted from Individualist and Collectivist Perspectives on Education, from the Diversity Kit (2002) Providence, R.I.: The Education Alliance. Individualist & Collectivist Cultural Perspectives on Education
- 11. Intelligence Is a Process The Theory of Multiple Intelligences and Eight Forms of Intelligence Emotional Intelligence Explains the Benefits of Fostering the Four Domains Practical Intelligence Is to Do Well In Any Everyday Endeavor Cultural Impact Influences The Way Adults Participate in Education Summary
- 12. References Goleman, D. (2010). Learn about emotional intelligence. Media Library. Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books. Merriam, S. B., Caffarella, R. S., & Baumgarter, L. (2006). Learning in Adulthood, A Comprehensive Guide (3rd ed.). : John Wiley & Sons. Sternberg, R. J., Forsythe, G. B., & Hedlund, J. et al(2000). Practical Intelligence in Everyday Life . Cambridge, : Cambridge University Press.
- 13. References Continued Sternberg, R. J. (1996). Successful intelligence. New York: Simon & Schuster. (Paperback edition: New York: Dutton, 1997). Tai, F. (2014). Exploring multiple intelligences. The Journal of Human Resource and Adult Learning, 10(1), 11-21. Retrieved from http://search.proquest.com/docview/1554975773?accountid=458
Editor's Notes
- This presentation was created with combined team efforts.
- When one thinks about the concept of intelligence. He/she looks at it in many different ways. He/she may see a great scholar or even a musical legend. The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.
- Adult learning is increasingly complex. Adults not only think differently, but they also learn differently. Every adult has strengths and weaknesses when it comes to learning and understanding information. This is why adult learning needs to be better understood overall. Adults need to have the knowledge and skills to be successful in their daily lives. Therefore, adults need to be accommodated based on the way they learn. A theorist, by the name of Howard Gardner, gives one a way to understand the different ways adults learn based on different intelligences. This is based on the theory of multiple intelligences. Howard Gardner proposed the theory of multiple Intelligences in his 1983 book, Frames of Mind (Tai 2014, pg. 11-25). Gardner believed that everyone has different abilities and intelligences when it comes to learning (Tai 2014, pg. 11-25). For example: Where one adult may easily understand how to play football. Another adult might have difficulty understanding how to play football. However, may easily understand how to play a musical instrument. Howard Gardner proposed the theory of multiple Intelligences in his 1983 book, Frames of Mind (Tai 2014, pg. 11-25). Gardner believed that everyone has different abilities and intelligences when it comes to learning (Tai 2014, pg. 11-25). For example: Where one adult may easily understand how to play football. Another adult might have difficulty understanding how to play football. However, may easily understand how to play a musical instrument.
- The theory of multiple intelligences suggests that there are were originally seven forms of intelligence. (Merriam, Caffarella, Baumgarter, 2006). The eight form of intelligence was added in the 1990s. (Merriam, Caffarella, Baumgarter, 2006). Verbal/ Linguistic Intelligence is the ability to think in words and to use language to express and appreciate complex meanings. This intelligence allows an adult to understand the order/ meaning of words and apply metalinguistic skills to reflect on the use of language (Tai 2014, pg.11-25). An adult who has verbal/ linguistic intelligence can often enter conversations with ease. Visual-Spatial Intelligence is the ability to think in three dimensions. Such as, mental imagery, spatial reasoning, image manipulation, graphic and artistic skills (Tai 2014, pg.11-25). An adult who has visual-spatial intelligence has an imagination that is very active. Musical Intelligence is the capacity to distinguish pitch, rhythm, timbre, and tone. This intelligence enables an adult to recognize, create, replicate, and echo music (Tai 2014, pg.11-25). An adult who has musical intelligence is able to understand music/musical concepts with ease. Intra-personal intelligence is the ability to understand as well as, interact effectively with others. It involves effective verbal and nonverbal communication (Tai 2014, pg.11-25). An adult who has intrapersonal intelligence is very sensitive to the needs of others. Interpersonal Intelligence is the ability to understand oneself overall, in planning life/career aspects. (Tai 2014, pg.11-25). An adult who has interpersonal intelligence knows his/her wants/needs, in reference to his/her life. Logical- Mathematical Intelligence is the ability to calculate, count, contemplate propositions and hypotheses, and perform out complex mathematical operations (Tai 2014, pg.11-25). An adult who has logical- mathematical intelligence can solve complex problems with ease. Bodily-Kinesthetic Intelligence is the ability to use manipulation of objects and use a variety of physical skills (Tai 2014, pg.11-25). An adult who has bodily- kinesthetic intelligence would us to his/her body to complete actions. Naturalist Intelligence is the ability to identify and classify natural objects and patterns in their environment. (Merriam, Caffarella, Baumgarter, 2006). An adult who has naturalist intelligence would be able identify and classify within their environments.
- Robert Sternberg’s Practical Intelligence, formerly known as Contextual Intelligence, is what is known as “street smarts”. Practical Intelligence is the ability to apply knowledge to real world situations and one’s ability to shape the environment. According to Sternberg “To do well in any everyday endeavor, whether the endeavor pertains to school, work, or play, requires practical intelligence” (Sternberg, Forsythe, & Hedlund et al 2000). All types of intelligence are useful in everyday life, but Sternberg states that practical intelligence is “indispensable” it gives the “ability to shape, and select everyday environments” (Sternberg, Forsythe, & Hedlund et al 2000). Practical intelligence allows the ability for a person to take information known as “book smart” and turn that into “street smart” and allows a person to thrive in a real world environment. When assessing a person’s practical knowledge, one may ask the following few questions; how does this person relate to the world around them? How well do they deal with different real world situations? Does this person get taken advantage of often or easily? A person with practical intelligence will relate well to different real world situations, will not be able to be taken advantage of, and will relate well to the world around them.
- Daniel Goleman’s theory of emotional intelligence sets the stage for the differences in rational (thinking) and emotional (feeling), which refers to an individual’s emotional architecture (Goleman, 1995). Emotional intelligence is said to be a contributing factor in ones success in providing a foundation for learning and leading a successful life (Goleman, 1995). The theory in itself explains the benefits of fostering these four domains; self-awareness, self-management, empathy, and putting everything together socially. These domains have the ability to trigger channels in the brain that could help with social behavior (Goleman, 2010). In addition to recognizing the four domains, one must also be able to recognize the differences between women, men, and children. Emotional intelligence gives individuals the tools they need to balance personal and working relationships. This is why understanding the inter-workings from the beginning (preferably through schools using a social learning emotional program and in the home) will help to equip children with the proper techniques they will need to have meaningful and productive relationships.
- Four domains defined: Self awareness: To be conscious of decisions, reactions, and emotions. Self-management: The ability to handle positive and negative emotions by way of technique. Empathy- Recognizing someone else’s emotions or situation. Putting it altogether – Having the ability to combine self-awareness, self-management, and empathy in order to build healthy and productive relationships.
- Cultural predispositions influence the way adults participate in education. All behaviors are found in every cultural group, although some behaviors are more dominant in specific intelligences. It is the culture that defines the stages and fixes the limits of individual achievement. Culture for Multiple Intelligence is evolving with the ideology that it changes over time. Multiple Intelligence determines what an adult learner will choose to invest his or her learning in based off the needs the community, employer, and or economy may need. Practical intelligence is where the learner will adapt and adjust to the experiences he or she may have. Parts of the theory are culturally universal and parts are relative. (Sternberg 1996) Applying life lessons and experiences can be practiced in every culture. Emotional intelligence is what makes someone different from someone else. Someone who is culturally intelligent can identify what is different about another culture compared to his or her own such as different characteristics, methods and preference.
- Non-verbal language has a significant impact on the perception of any particular culture. Non-verbal messages and expressions may be a challenge due to the concept that different cultures have different expectation about non-verbal communication. There is also sociocultural awareness, which is identifying and recognizing social rules that affect adulthood. Sociocultural grouped together gender, race, social roles and status verses just the growth of one single adult. Adult educators have an emphasis on devised curriculums tied to social roles, such as child-rearing and educational classes or workshops with development. Society, media and social networks are strong influencers in determining what age one should be engaged in life events. Instructors and teachers who lack knowledge about cultures may directly or indirectly impede an adult’s desire to continue education or be motivated in their education.
- Source: Adapted from Individualist and Collectivist Perspectives on Education, from the Diversity Kit (2002) Providence, R.I.: The Education Alliance.
- In conclusion, intelligence can be defined in many ways. Intelligence is a process that is still studied and researched today. Although, an exact definition of intelligence may never be universally accepted. The theories proposed by great professors/scholars can be looked to for guidance. As well as, how cultural impact plays a role within these theories.