Eight Ways of Intelligences

Gualano, Gabriela

Paul, M. A. (2008, June 10). Eight ways of looking at intelligence. [Web log post]. Retrieved from http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/

The article explains eight different scenarios or possibilities that help make people smarter.  These eight are situations, beliefs, expertise, attention, emotions, technology, bodies, and relationships. 

Situations: I have very mixed feelings about this section.  One sentence I found particularly confusing.  Paul writes “situation intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body” (p. ).  Perhaps I am misunderstanding the argument.  If Situation intelligence is the only kind, or all other kinds come through situation intelligence, then why are there seven others in this article?  What I found more compelling is the Nature vs. Nurture argument, and I believe both play a role in intelligence. 

The beliefs aspect was one I had previously not considered.  However, I would change beliefs to outlooks.  I associate the word with religious and ideological beliefs, although the article considers more mindsets or outlooks.

I found that many of these intelligences overlapped or were obvious.  Of course paying attention and expertise make you smarter.  An inattentive individual is generally not going to learn as much as someone who is paying attention.  That idea is behind any parent, teacher, adult, or peer who yells out “Pay Attention!”  I would also say that one who is in an expert in some area is rather knowledgeable.  After all, that is the definition of an expert.  Then if someone already has a strong background in a subject, new information is more easily understood and processed.  A fifth grader does not yet have an expertise in mathematics and will not be able to calculate 3D shapes on a graph, but a math professor, an expert, will.  As for the bodies section, I thought it was fairly well-known that sleep is necessary for learning.  Studying before bedtime, getting enough sleep each night, sleeping well before a test, avoiding cramming are all repeated to students. 

Emotions also affect how intelligently one thinks and acts.  Anxious and negative moods take away from working memory capacity.  Teachers who have students do brief exercises or breathing techniques are appealing to their emotions, in hopes that a more relaxed state will produce better achievement.  A positive mood goes a long way in learning.  Though not exactly mentioned, I would imagine that a negative mood also shows resistance to learning and acts as a kind of gate preventing new information. 

Technology is an interesting aspect.  Too often it is used in ways that assist in the short-term such as ‘just Google it.’  When used to their full advantage, technological devices can assist.  The article did not offer any suggestions on how to do this, just that it is possible.

Relationships are the last topic discussed.  People learn from others.  It can be as simple as asking when the test is, or the answer to Question 5, but others are necessary.  Peers can also be more helpful in explaining concepts.  A teacher has the academic knowledge, but may be unable to phrase this knowledge in a way comprehendible to the students.  Peers might share the same language and be better able to help. 

At the end, educators should create situations that foster relationships, positive emotions, utilize technology wisely, and foster engagement to keep attention.