Nature of Intelligence

Alexandra Obando
AET/500
March 7, 2016
Ms. Emily Christiansen

NATURE OF INTELLIGENCE
AS IT RELATES TO ADULT
DEVELOPMENT AND LEARNING

Gardner
Multiple Intelligences

Gardner defined intelligence as:

A biopsychological potential to process
information that can be activated
in a cultural setting to solve problems
or
create products that are of value in a culture

9 Forms of Intelligence

1. LINGUISTIC

2. LOGICAL
Mathematics

3.MUSICAL
Composer
Performer

9 Forms of Intelligence

4. SPATIAL
Architect
Sailor

5. KINESTHETIC
Athlete
Dancer
Surgeon

6. INTERPERSONAL
Salesperson
Therapist

9 Forms of Intelligence

7. INTRAPERSONAL
Individual
Introspective

8. NATURALIST
Recognizes and
Classifies patterns
In the Natural World

9. EXISTENTIAL
Spiritual Concerns

MI Based Learning Choices by Gardner

made Adult Learners more confident
About Taking greater control of
their Own learning and
Prompted Learners to see themselves
As Learners in a more positive light
After Identifying and reflecting
on thier own Abilities

STERNBERG
Triarchic Theory of Intelligence

ANALYTICAL

CREATIVE

Think
Outside
The box

PRACTICAL

Real World
Context

Sternberg sees practical, creative, and analytical forms of thinking(or intelligence)

as working together as we go about living and managing our lives.
Being able to select how and when to use which type of intelligence
is what Sternberg (2003) calls successful intelligence.

GOLEMAN
Emotional Intelligence

Goleman published Emotional Intelligence in which he argued

that success in life is equally, if not more dependent, on how
well one understands and employs emotions than the more
academic aspects of IQ.
FIVE DOMAINS
1

Knowing One`s Emotions

Managing Emotions

Motivating Oneself

Empathy

Handling Relationships

The statement
Don't tell me how educated you are,
tell me how much you have traveled
has been attributed to
The Prophet Mohammed

Positionality

Culture

A visible or invisible attribute such as ableness, age, class,

culture, gender, race, religion, sexual orientation, language,
and so forth.
Positionality is unique for each person and is derived from
and influences life experiences and relationships with others.
Each of us has intersecting positions that combine in
unique ways to shape how we both experience the world,
and how the world experiences us.

Privilege
Is unearned power based on race, gender, class, or another
positionality. Referred to by McIntosh (1988) as an invisible
knapsack, privilege is something carried by certain people,
often without awareness

Context
Refers to the social system that shapes the thought and
action of people within a particular setting such as a
classroom, school, organization, community, or nation.
Context in adult education has been equated with the

Can be examined from several

perspectives in adult education
including :
positionality
privilege

Power
Is the ability to influence others or to bring about change

context
power.

Works Cited
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