| I seek to replace the current, largely discredited notion of
intelligence as a single inherited trait (or set of traits) which can be
reliably assessed through an hour long interview or a paper and pencil
test |
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What is crucial is not the label but, rather, the
conception: that individuals have a number of domains of potential
intellectual competence which they are in a position to develop, if they
are normal and if the appropriate stimulating factors are available. |
| While many authorities see learning as increasingly
canalised and rigidified with age, so that the older individual has
available fewer avenues for flexibility, some investigators have put forth
... the view ... that the young child is a prisoner of his ability
and gifts, which may exist in exquisite form but also lie in splendid
isolation from one another, unable to be productively linked; while the
mature individual is able to gain conscious access to his various modular
abilities and to mobilise them for diverse ends. |
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- verbal-linguistic (being sensitive to the meaning and order of
words)
- logical-mathematical (dealing with maths and other logical systems)
- musical-rhythmic (being able to understand and create music)
- visual-spatial (thinking in pictures - artists and photographers)
- bodily-kinaesthetic (being able to use your body - athletes and
dancers)
- interpersonal-social (dealing with other people)
- intrapersonal-emotional (dealing with your own emotions)
- naturalistic (being very aware of plants, animals, rocks etc)
- existential (able to wonder, ask philosophical questions, and see
the 'big picture')
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