Prompts for eJournal (Module 2)

Stimuli for your neurons:

1. THE NATURE OF INTELLIGENCE

How do you characterize intelligence? What are the characteristics of intelligence?  How do you
recognize an intelligent person?
 Which view(s) about intelligence are “correct” [and “incorrect”] as evidenced by
research?  Which views are productive [and unproductive] for education?
 What is the relationship between learning and intelligence, if any?

How are attitudes and behaviors towards teaching-learning influenced by personal beliefs about

the nature of intelligence? 
How would differences in beliefs manifest in the broader aspects of education practices and processes—
e.g., school administration, curriculum, instructional design, educational technologies, or policies?

 How will educational activities, tools/materials, and assessments vary according to

different beliefs? 
 How are learning goals affected by how we define and perceive intelligence?

2. IMPLICATIONS ON POLICIES AND BROADER PRACTICES

Will such differences hold even bigger implications for national and global interests?
 Module 2 - Intelligence

THE NATURE OF INTELLIGENCE

Intelligence manifested in people depends on what theory (e.g., Binet, Spearman, Thorndike,
Sternberg, Perkins, Gardner, Goleman) you will use. I will classify intelligent people in a classroom
setting. In a class, there is this learner who achieved the distinction, the mathematician, the scientist,
the “spelling bee” champion, the varsity player, they are all intelligent in their field. Next, the leader in
the class that leads and organizes, the emotionally intelligent who do not acquire A+ grade. They are all
intelligent, though others might refer to their intelligence as talents/abilities. Learning can affect
intelligence and vise versa. You become intelligent when you learn, and when you are intelligent you can
easily learn provided you don’t have an incurable mental problem.

Intelligence or talents/abilities (Gardner’s Multiple Intelligence) will only be achieved or

developed if there is a conducive environment, physiological needs are sufficient, emotional factors such
as support from parents and the community. With these elements, intelligence can be processed.

ON INTELLIGENCE AND EDUCATION

Being a learner today, teacher tomorrow, I view a classroom filled with intelligent learners
classified according to the theories of intelligence. They are waiting to be motivated and developed.
Learning that emotional intelligence is important in life and work setting, the educational system should
be reviewed and incorporate this as a subject. If not, the teacher will initiate how to incorporate this
emotional intelligence aspect in his or her lesson. Learning is education, the system should produce
workforce-ready graduates, who are academically and emotionally intelligent, the latter preferred. The
emphasis should be on the learning, not on scores, grades, awards. It is the analytical skills, the
comprehension, the application of the subject that they learned.

IMPLICATIONS ON POLICIES AND BROADER PRACTICES

We are taught that getting a degree, having a job, to work abroad is the purpose of education.
That notion will bring students to not contribute to national development, in contrast with the concept
that education is a key to national development and having a sense of national identity. If the system
will produce a graduate that is willing to not aim for that work abroad, to not see as education as a
means to alleviate his or her poverty, but to have a sense that being a graduate you have brought with
you new meaning in yourself, you improved and can contribute in our country, a good citizen. With that,
education can help in national development.