Curriculum Lab

Welcome to the second episode of "EdTechVerse" podcast, where we invite you to think deeper about intelligence.

I’m your host Natalie. In today's episode, we invite our listeners to reframe the question, making the paradigm shift from “How smart am I?” to “How am I smart?”

Historically, intelligence has been viewed predominantly as a single entity, often measured by standardized IQ tests. This has encouraged a worldview that asks, "How smart am I?", implicitly promoting a monolithic perspective on intelligence with unfortunate consequences on generations of students.

In fact, this singularity has seen the lack of recognition of polymathic ability, with no famous polymaths in the 21st century. The last great polymath John Von Neumann was regarded as the top mathematician of his time who made contributions across a remarkable range of fields including mathematics, physics, economics, and computing.

Could a polymath like Da Vinci still thrive in today’s world or is the 21st century too fixated on test scores and specializations?

This overemphasis on IQ and standardised tests from pre-K all the way to job applications have augmented the monolithic view of intelligence, failing to celebrate its multifaceted nature.

What happens if you ask,

“How is my child smart?”

instead of

“Is my child smarter than the other kid?”

or

“How can my child be smarter?”

In contrast to the monolithic view of intelligence, Howard Gardner's theory of multiple intelligences, suggests that individuals possess distinct types of intelligences.

Gardner’s theory proposes eight distinct intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences.

Each intelligence represents a unique way of processing information, which can significantly impact learning and problem-solving strategies. By examining the impact of this theory on education and self-perception, we can gain insights into the benefits of recognizing and cultivating these diverse intelligences.

There is transformative potential just by shifting our question to "How am I smart?", thereby acknowledging and valuing a broader spectrum of intellectual capacities, emphasizing the importance of recognizing and appreciating various forms of intelligence. These different forms of intelligence are equally crucial to individual success and societal development.

This shift can foster a more inclusive educational environment, promote self-confidence and resilience, and stimulate lifelong learning.

What are the implications for education?

One of the Project Zero research projects conducted by Harvard Graduate School of Education and led by Howard and Perkins, has put forward the view that intelligence is a learned ability to find and solve problems, creating products of value in a culture.

Fifty years of scholarship and research underpins this fact that intelligence is expressed by our ideas and products, not by test scores.

In fact, intelligence is not fixed at birth. They are a result of constant interaction between biological and environmental factors.

Therefore, education policies must try to increase intelligence by creating opportunities for problem finding and solving experiences.

Parents must recognise that intelligence represents potential that will or will not be brought to bear. What they say or do will have an impact on the values, opportunities and personal decisions made by their children.

Educators must not fall into the trap of test preparation and entrance examinations.

Are there any critics of the multiple intelligences theory?

Despite its potential benefits, Gardner's theory has received some criticism. Critics argue that there is insufficient empirical evidence for the distinct separation of intelligences and challenge the value of separating cognitive abilities into specific categories.

It is important to note that other eminent research like Daniel Goleman's Emotional Intelligence, and Robert Sternberg's Triarchic Theory of Intelligence also discuss the multifaceted understanding of intelligence.

Intelligence is not a test score; Intelligence is a human spark.

The prevailing narrative in many educational institutions and societies revolves around the belief that a standardized test score accurately reflects an individual's intelligence. This perspective often narrows the concept of intelligence to specific academic abilities, primarily in the fields of mathematics and language.

Yet, it is the multidimensional concept of intelligence, underscoring its role as the 'human spark' that fuels innovation, creativity, and progress. It diverges from the conventional association of intelligence with mere cognitive prowess, emphasizing the blend of emotional, social, and creative intelligences that collectively drive human evolution and societal advancement.

In fact, scientific research has begun to uncover the neurological underpinnings of these diverse forms of intelligence. One can look at research findings that demonstrate distinct neural networks associated with different cognitive abilities, further corroborating the notion of multifaceted intelligence.

So, don't ask "How smart am I?"

Ask, "How am I smart?"

Let’s move from a singular cognitive attribute to a combination of diverse abilities that form the 'human spark'.

Let’s work towards a more inclusive and personalized education system that will promote societal development.

Let’s develop neural networks associated with different cognitive abilities and multifaceted intelligence.

We hope today's EdTechVerse episode has sparked your curiosity about innovation in education and provided new perspectives on the concept of intelligence. Join us in the next episode as we ask, “Is education fair?”.

As always, stay curious, and keep learning!