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The Four Intelligences

The Four Intelligences

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Published by Harry
A book not yet complete. In its concept stage. Only has chapter 1. Er, there are some maths mistakes. I was sort of woozy when I wrote this.
A book not yet complete. In its concept stage. Only has chapter 1. Er, there are some maths mistakes. I was sort of woozy when I wrote this.

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Published by: Harry on Mar 07, 2010
Copyright:Attribution Non-commercial


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The Four Intelligences
 By Harry J. Chong 
(Philosophy, Psychology)
Chapter 1
oman Emperor, Marcus Aurelius, once said, “Your life is what your thoughts makeit.” That was almost 2,000 years ago! But does that phrase still hold true today?Absolutely. We, as human beings, are defined by our thoughts. It is what makes usdifferent from others animals; we think, we contemplate, we ponder, and we strive on our capacity to reason. So, it is a duly statement to say that our intelligence is of the utmostimportant. Without our defining capability to utilize the mind, without science andwithout cognizance, we could not be where we are today.That is why, for success, it is critical to question one’s intellect—to improve, and tochange. But how does one go about improving one’s intellect? There are ways: Reading,writing, engaging in the sciences. But, specifically, how does an individual go aboutimproving overall intelligence? How does a person expand their mind?The first step is in identifying strengths and weaknesses. The first step is finding outwhere one excels and one lacks.Many school children today find that they are overwhelmed with information, andthey believe that learning is difficult. They are unaware of why the struggle. The reasonwhy they struggle is because they are not well rounded. Most people are only good at onething, unfortunately. This often breeds a mind that believes it is inferior for not being ableto grok/master a subject that is out of their realm. But the human brain is capable of doingnearly anything that requires deep thought, skill, and fortitude.Still, many people, especially in the education “business,” are aware of these problems. Teachers (see pedagogy for more about teaching) are aware of the ups anddowns, and the pitfalls of teaching a variety of students. Each individual, each kid hastheir own set of problems. So, it is without surprise that modern and progressive schoolsemploy several methods of teaching in order to “transfer” along information.This practice, however, does not ring true for most schools (public schools in particular). Teachers, or professors, tend to have one method. This is why children, andyoung adults, have a hard time digging their claws into a subject. They feel drowned, andleft out. When a teacher resorts to a single way of teaching (a common example isoration), the student loses out. Anyone who is weak or lacking in that particular methodof learning, which the teacher uses, is going to fall behind in a significant manner.So, is it your fault for being stupid? No. You are not stupid. The problem is schoolsare stretched for time, and do not have the resources to cater to all students, and their needs. Ideally, teaching and learning should be customized to an individuals needs, butthey usually are not. Teachers have too many things to juggle, and too many kids toteach. It’s not their fault (or your fault) that you are not learning properly.Right. So, what to do about your dilemma? Well, you as an individual could either change the system to help address the needs of everyone around you—or you can simplyadapt. You can strengthen your intelligence to help you excel academically or career-
wise. As mentioned earlier, the first part is identifying strengths and weaknesses in your intelligence.Well, first of all, what is intelligence? We all know when someone isn’t intelligent, butdo we really know when someone is smart? That is a harder thing to identify. Yes.Someone may excel on an IQ test (intelligence quotient test), but that does notnecessarily mean that they will succeed in their intended career/life choice. A lot of times people with lower IQs excel (monetarily) even when the paper results say they shouldfail. There is a paradox, or at least incongruence, between real life and abstract (school)life. Good in one. Bad in the other.…But why not be good in both areas? Why not be good, or at least competent, ineverything you do? Is that not possible? Has the notion of the renaissance man/womandied?Well, a renaissance man/woman (or a well-rounded person) cannot exist if they do notidentify (and correct) the strengths and weaknesses of their intellectual capabilities. Thatis why, in 1983, Howard Gardner proposed the idea of multiple intelligences in order toaddress this problem. He posited that there are different types of intelligences, and thattraditional IQ tests do not measure a person’s overall, true intelligence. According to him,today, there are eight main types: linguistic, logic-mathematical, musical, spatial, bodilykinesthetic, naturalist, interpersonal and intrapersonal.These definitions of intelligence, however, are somewhat confusing. And in regards toacademia, they do not address the issue of adaptation. How does a person skilled in musicuse his/her abilities to write a paper? How does a bodily kinesthetic individual do a mathquestion? Society does not work in a way that’s suited to someone who thrives in a(seemingly) esoteric ability. Intelligence, by most counts, is traditionally defined. Hence,that is what this article addresses. How does one go about enhancing “traditionalintelligence”?This may seem like taking a step backward, reducing the amount of intelligences byhalf, but it takes a broader sense of the issue, and simplifies the concept into somethingconcrete which everyone should understand.You may have heard of the left-brain/right-brain theory. Well, the idea posits that the brain has two hemispheres (sections). There is the left side of the brain and the right sideof the brain. The left side is stronger in areas concerning: reality, future and past, logic,details, facts, rules, language, math, science, pattern perception, and names. The rightside specializes in: abstract concepts, the present, imagination, symbols, images, beliefs,spatial perception, object functions, and emotions. Now, how does this all fit in with what you’re presently reading? Well, in regards tothe brain’s hemispheres, on each side are two intelligences each—making four in total.The four (broad) intelligences are: memory (left), logic (left), creative (right), andemotional (right). Combined, these make up what is found in traditional intelligence. Any person who has mastered all of these areas will be very successful (particularly in theacademic arena).(The numbers assigned to each intelligence is for organization, and is not indicative of its importance. All are EQUALLY important.)1. Memory – This is the most basic part of intelligence. It is simply your ability to recallwhat you have seen, heard, or experienced. Most schools stress having a good memory,
mostly by rote-learning. Memory, of course, encompasses and influences allintelligences.2. Logic – This aids in solving puzzles and problems. It does not necessarily requirememorization, but instead calls on the brain’s ability to reason, and to put the piecestogether.3. Creative – Further “down the line” is creativity. Creative is far removed from theintelligences memory and logic. While those require dealing with reality, creativity oftencalls upon what is not yet in existence. High creativity, as one would guess, is incredibly pertinent to the world of art.4. Emotional – Most people don’t put any emphasis at all on emotional intelligence. Theythink it should just be there. But emotional intelligence, like any other intelligence, must be properly developed. Emotional intelligence deals with your interactions with others,and with yourself. Highly developed emotional intelligence confers the benefits of fortitude, discipline, and balance—which can further the other forms of intelligence.Have you ever met a really smart but lazy person? That is a person with low(er)emotional intelligence. If they, however, had high emotional intelligence, they wouldexcel further with their natural abilities by being able to manage themselves in a proper manner.As you can see below (in figure 1.0), the four intelligences are represented in a“foursquare.” They are divided into left and right (corresponding with the brain’shemispheres). On the left side you have memory and logic, both of which arecomplementary to each other. Then on the right, there is creative and emotional, which— like memory and logic together—also complement each other.And, as you may have noticed, the intelligences are also opposing one another (horizontally). While memory is the opposite of creativity, logic is the opposite of emotional.
 Figure 1.0 – Intelligence Foursquare
(Left)(Right)---------------------------------------------- MEMORY|CREATIVE -- LOGIC | EMOTIONAL ----------------------------------------------
 Figure 1.1 – Further Clarification
“Memory + Logic = Stronger (Intellect)Creative + Emotional = Stronger Memory + Creative = Weaker Logic + Emotional = Weaker 

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