Defining Intelligence
My definition of intelligence in relation to my career area is basic: intelligence is the ability to learn; different individuals learn at different speeds and understanding, but they can learn. Individuals who have a higher IQ and learn quicker, have the ability to analyze situations quicker; however, IQ will not necessarily help them solve the problem, just reach a conclusion quicker.
I totally agree it could not be said any better.
Allen,
Good point and one that needs to be reviewed with students so they can see how they can become critical thinkers while still in the learning process.
Gary
Gary Meers, Ed.D.
I completely agree, and would add that problem solving and reflective thinking are also present. How to fix a component of the meal and deciding if it is not worth saving or serving.
Dorothea,
Thank you for these good comments about reflective thinking and problem solving. You are right, teaching is a creative process each time we interact with students. We need to look for ways we can help our students to see relevance and application to what is being taught.
Gary
Gary Meers, Ed.D.
I instruct students in the cosmetology field of study. This program requires multiple hands-on applications as well as comprehending course materials. Most of my students do not like to read! Surprising!! I am constantly digging into my ‘mental bag’ (reflective thinking) to come up with ways to keep my students excited about learning. Creative thinking is a huge component of being a qualified instructor. It’s all about finding ways to keep our students engaged in the learning process.
Clifton,
Thank you for this example as it illustrates so clearly that many of our students have not had life experiences that help them work through situations that could help them in their current training. In addition, we instructors need to remember that what may seem obvious to us really isn't to our students since this is their first exposure to their career field.
Gary
Gary Meers, Ed.D.
too teach culinary. However, while trying to explain that adding water to a soup that was too concentrated would help the flavor to my puzzled student, I realized that it was only common sense to me because I had fixed so may soups before. This student had never made soup in their life so their only intelligence came from the book in front of them.
Loretta,
I agree. We need to see people from a global perspective as the demonstrate their abilities.
Gary
Gary Meers, Ed.D.
In relation to my career area - intelligence encompasses many things: experience, skill, critical thinking, and good communication.
Kim,
Good way to stay current with the dynamics of your class and respond to their learning needs. This way you are keeping them engaged as well as earning their respect through listening and feedback.
Gary
Gary Meers, Ed.D.
I am also in a hand-on program, but I teach the anatomy portion. These students are usually drawn this program because they don't want to be stuck reading detailed information and memorizing technical terms. I have to continually stretch my creative critical thinking skills to keep them interested and wanting to learn more. Sometimes I have to do a lot of reflective thinking to see what is working and what isn't. It seems to change with each new class. Encouraging the students to give me feedback throughout the class helps me to understand where they are coming from and how to ask questions and deliver information effectively.
Ruth,
I like your definition of intelligence as is shows the component of application. We have to be able to apply what we know and learn if we can't then the value of our knowledge is lost.
Gary
Gary Meers, Ed.D.
In my career field of education, I would define intelligence as the ability to understand and interact with the students and their environments in which they live and grow. Working to help them to see the world and be able to interact with it so they can grow in their ability to learn using all of their intelligences and each person can grow to be a contributing, thinking, problem solver.
What is your definition of intelligence in relation to your career area?
Donna,
I agree and being able to do this is what gives individuals career collateral, meaning the are seen as being high quality individuals in their field. I know as an employer these are the types of people I want to make a part of my team.
Gary
Gary Meers, Ed.D.
I teach a health care course so in my field the students are required to think critically and independentally. It is essential the caregiver take the "pool" of their knowledge and draw on it with every patient using it to assess the patient's health and determine the appropriate treatment required. I often tell students that they must move past the textbooks and take all of the accumulated knowledge and assimilate it and apply it appropriately. This is where "multiple intelligences" come into play for clinicians.
Ria,
Thank you for these excellent comments in relation to understanding and using different forms of intelligence. As Gardner states "it isn't how smart you are but how you are smart". Being able to "read" a situation and then develop a plan of action to solve the problem or interact with the situation appropriately is critical. Many students do not see their conduct and performance in classes as having any impact on their future career success. I tell my students that they need to always remember their collateral and brand in terms of who they are and what can they contribute to the work place. They performance in class gives a hint of how successful they are going to be. Also, their performance in class is the foundation upon which I write my recommendations or respond to the potential employer interviews.
Gary
Gary Meers, Ed.D.
As I work with culinary students, yet in a career services capacity this is a very interesting question. My students represent a wide variation of ages and backgrounds as well as a range of proficiency in different types of intelligences. Those students who have excellent knife skills have high bodily-kinesthetic intelligence. Those students with excellent resumes and cover letters are strong in the linguistic intelligence. As our main focus is getting the students hired, we often stress professionalism as something most employers are looking for. So, what is important is the intelligence to get to class on time and often (reliability and punctuality), keep track of paperwork and due dates (organizational intelligence), and to act maturely at all times in case a potential employer is watching (maturity intelligence?). I’m not sure if any of these fit with Gardner’s intelligences but maybe match better with Sternberg’s practical or analytical intelligence.
Paul,
This is a terrific example of the eclectic application of differing intelligences. Thank you for sharing your experince and insight.
Dr. S. David Vaillancourt
