Understanding and Redefining Intelligence

“Intelligence is conventionally defined by a single number-an IQ-representing a cohort specific index comparing the performance of a group of individuals of the same age on a battery of sub-tests designed to assess different intellectual skills” (Brody, 1999). In other words, individuals are born with a comparatively intellectual potential (I.Q.) which is thought to be profoundly influenced by the heredity of the individual and reasonably difficult to change.

Unconventionally speaking however, the generally accepted interpretation in terms of intelligence may be defined by the capacity of an individual in regards to understanding, reasoning (rationality), problem solving, intellectual thought, aware of self, knowledge (i.e. emotional), memory,

Each modalities comprehensively describes physical development, social development and emotional and intellectual development in some way or another. “What makes the multiple intelligences theory more than a parade of personal preferences is a set of eight criteria. These range from the existence of populations that feature an unusual amount of a certain intelligence (e.g., prodigies); to localization of an intelligence in particular regions of the brain; to susceptibility to encoding in a symbolic system” (Gardner, 1996). In order to meet such stringent criteria, Gardner identifies nine

Through breaking down the wide range of human abilities into nine distinct intelligences, educators and others are now able to make sense out of the countless ways in which students and/or children absorb material (i.e. knowledge, information), in addition to an outline for safeguarding their success not only in school but life as