645MultipleIntelligences

=Multiple View of Multiple Intelligences=

Genetic Causation and IQ • Sabeen Sidiqui • CrCrTh

Media vs. Science • Media: • Y gene = ‘x’ trait • “A gene ‘for’ x”

• Science • Gene- a unit of heredity found in a segment of DNA • Y gene shows variation at point z, which is associated with and not limited to change in trait x, if and only if environmental factors are held constant

Misperceptions • All causation has been discovered

Misperception • Reduction of trait to genetic origin

Misperception • Role of Environment Disregarded

Misperception • Understanding the trait to begin with- IQ not absolute figure

Misperception • Race is Genetically Determined

Sternberg Theory Componential Subtheory • Metacomponents: control and organise mental processes. Analyze a problem and decide on problem-solving method: KAQF? • Performance Components: The basic operations that help us create new ideas • Knowledge acquisition components: processes and tools used for research and solving problems

Experiential Subtheory • synthesis and the ability to react to novel situations and stimuli • novelty skills and automatization skills are combined to maximize problem solving.

Contextual Subtheory • this involves the ability to grasp, understand and deal with everyday tasks • adaptation to the environment in order to have goals met • changing the environment in order to have goals met • moving to a new environment in which goals can be met, inc as they are not met in current situation

Sternberg Learning Styles • scanning – Discipline in attention can vary ability to understand • leveling versus sharpening – There is a sharp distinction between being able to memorize and utilizing information • reflection versus impulsivity – Individuals vary in their ability to test hypotheses • conceptual differentiation – Individuals vary in their ability to make connections and links

Gardner- Multiple Intelligence Theory

Linguistic Intelligence • Ability to read, write and communicate

• Currently used: in reading and writing requirements in elementary school • Can be improved upon: by incorporating creative writing, speech and debate • Biology:

Logical-Mathematical Intelligence • Mathematical, systematic modeling, logic inference and deduction

• Currently Used: Math skills • Can be Improved Upon: Showing real-world applications- such as creating a buisness • Biology:

Visual-Spatial Intelligence • Ability to visualise, draw, and coordinate using eyes

• Current Use: Art classes • Can be Improved Upon: Require usage in presentations and projects. Incorporation of aesthetics into grading model. • Biology:

Musical Intelligence • Ability to sing, compose, appreciate music

• Current Use: Music classes • Can be improved upon: Using creative media in classroom to communicate, requiring creative media in classroom • Biology: Cultural/Evolutionary factors

Bodily Kinesthetic Intelligence • Ability to coordinate, and use body to solve problems • Current Use: ? • Can be Improved Upon: Movement in classroom environment, hands-on activities such as woodshoppe, cooking, dancing, acting.

Interpersonal Intelligence • Ability to work effectively with others • Current Use: Group projects, class participation • Can Be Improved Upon: Requiring ‘marketing’ in presentations, critiquing cooperation and participation

Intrapersonal Intelligence • Reflection • Current Use: ? • Can be Improved Upon: Journals, Self-Evaluation, Communicating with student on critiques not just grading.

Recommendations- Sternberg • 1. Training of individual should be made important to the individual • 2. Use real-world applications • 3. Explicit instructions should be given to tackle problems • 4. Individuals should be encouraged to use different styles of learning • 5. Environment is an important component of learning, not just in resources offered, but in encouraging innovation

Recommendations- Gardner • 1. Individuals should be encouraged to find the types of intelligences they are most suited • 2. Instruction should incorporate many intelligences not just present logico-linguistic model of tests • 3. Critiques should be made on all the different intelligences • 4. Discipline important factor in teachers

From PowerPoint Presentation:

In order to better understand genetic causation and IQ, it is first and foremost important to clear up the myths about genetic causation, then to explain what it is, to offer alternative theories and suggestions on educating, and finally to find the root cause between this recent upsurge in genetic causation among government officials. In my research amongst the causes I found that there are five main myths about genetic causation, caused by the media and the government; the reason that I believe to be the cause of this cut in funding in social programs is that testing is cheaper and easier, in comparison to the more valuable educational techniques propounded by Sternberg and Gardner- two prominent researchers in the psychology of intelligence. The first point one needs to understand is that the information presented by the media falsely describes genetic research and the possibilities it holds. Scientifically, genes function by a Y gene which shows variation at point z, which is associated with and not limited to change in trait x, if and only if environmental factors are held constant, a gene being a unit of heredity found in a segment of DNA. However the media depicts a form of genetic causation in which there is “a gene for” x, meaning y gene equal x trait[1]. This reductionism leads to a series of complications either coming from a misunderstanding of genetics, of intelligence or their interaction, the first of which is also the most related to the media, stating that all causation has been or can be discovered. This is not the case because there isn’t a causation between two factors, it is with a series of factors with many different variables, as shown by the following exemplary diagram: The second misperception also in the realm of genetics is in that every trait either has one specific genetic origin. A strand of DNA can have many completely unrelated factors, as far as we know now. The shape of your knee and the color of your eyes can come from the same piece of DNA. This leads to another problem in which the interaction between genetics and intelligence has become confused. Many misperception of IQ presume that environment cannot affect the genetic nature of DNA or how it is expressed. However, the interaction in the cell processes with DNA have been shown to be drastically changed by the environment. That would show that genes do not determine intelligence. They may lead to some “natural” gifts, which may become worthless of worthwhile depending on the method of education. The last two misperceptions have to do with the intelligence factor, the first incorrectly assuming intelligence has been defined, and therefore can be evaluated. The second misperception is that races have different values of this so-called defined intelligence, all which holds in DNA. As authors have repeatedly shown race is not genetically determined in that, “The groups we call ‘races’ are, as far as all available evidence suggests, only marginally more genetically different from each other than any other random divisions of the human population; they are not races”[2]. These misperceptions make it very easy for teachers to disregard their importance and their role as educators, and fall to politicians whims that force a quick and cheap route toward education. Basing education on something as deterministic and simple as testing, with an incorrect presumption on how genetics works, only creates discrimination. Two theorists, Sternberg and Gardner, on the other hand have researched and evaluated how intelligence is achieved and how it can be defined leading to greater incite into the quest for an innovative youth and future. Sternberg proposes a triarchic theory which has a contextual, experiential and componential subcategories. The componential subcategory seeks to understand how to understand intelligence or though and begins with the importance of metacomponents which control and organize mental processes. This means analyzing a problem and deciding on problem-solving method much like the KAQF’s featured in this class. The second feature of this are the performance components, which seek to understand the basic operations that help us create new ideas. Finally an analysis of knowledge acquisition components or processes and tools used for research and solving problems are needed in order to understand intelligence. The experiential subcategory seeks synthesis in thoughts and the ability to react to novel situations and stimuli. Further it focuses on novelty skills and automatization skills which are combined to maximize problem solving. Finally the contextual subcategory involves the ability to grasp, understand and deal with everyday tasks, it suggests either an: adaptation to the environment in order to have goals met, changing the environment in order to have goals met, or moving to a new environment in which goals can be met, inc as they are not met in current situation. Sternberg reports from his observations a series of 4 different learning styles which include: •__scanning__ – Discipline in attention can vary ability to understand •__leveling versus sharpening__ – There is a sharp distinction between being able to memorize and utilizing information •__reflection versus impulsivity__ – Individuals vary in their ability to test hypotheses •__conceptual differentiation__ – Individuals vary in their ability to make connections and links[3]. On the other hand Gardner[4] creates 7 different types of intelligences, which conglomerate to find a definition of intelligence. However these 7 different items are so difficult, that even if genetic traits could be found, each of these items would have to subdivide into different natural gifts provided from the “natural traits”. The first type of intelligence is linguistic intelligence which is the ability to read, write and communicate and is currently used in reading and writing requirements in elementary school. Policy to improve this intelligence would have to incorporate creative writing, speech and debate. Speech and debate may be tested, but creative writing cannot be. This shows further evidence that testing is just a cheap and simple means of disregarding segments of the population. Further, where in the brain is speech located, and what traits can be analyzed to show intelligence? These questions are too broad for genetics now, and as research in artificial intelligence has shown, may never gain conclusions. However, following through Gardner’s notion of intelligence we can find items to incorporate into an exciting daily curriculum which challenges a broad spectrum of students and leads to more effective learning and a diverse set of thinking skill required by society to have an effective community, something that even politicians can appreciate. The second intelligence is the Logical-Mathematical Intelligence which is using mathematics, systematic modeling, logic inference and deduction. It is currently just used in math skills; however Gardner would suggest incorporating real-life models, making the classroom environment more interesting and interactive for students, and creating more useful and effective future employees or entrepreneurs. The third intelligence is Visual-Spatial Intelligence which is the ability to visualize, draw, and coordinate using eyes, and can currently be found in art classes. Further curriculum improvements can mean requiring presentations and projects, an indispensable skill required in today’s world. Incorporation of aesthetics into grading model can mean having a grade depicting work, not necessary subjective judgments- thereby challenging students. Similar improvements can incorporate the fourth and fifth intelligences, musical and bodily-kinesthetic. This would require hands-on media, and interactive equipment allowing kids to better understand the world around them. The last two intelligences, interpersonal and intrapersonal, require forming an individual and a team worker. These characteristics are not, once again, biologically determined, no one is “born a leader”; not are these two intelligences mutually exclusive a child can be both, and should be encouraged to interact with both self-images. Overall, Gardner shows that conscience is much more divided than popularly understood amongst the public. This is another form of reductionism prevalent in our society that needs to be overhauled. Methods of overhauling these genetic simplifications can be derived from both of the intelligence theorists. In conclusion I would like to offer the following recommendations from Sternberg theory: training of individual should be made important to the individual, there is a use real-world applications, there is explicit instructions given to tackle problems, individuals should be encouraged to use different styles of learning, and finally, the environment is an important component of learning, not just in resources offered, but in encouraging innovation. From understanding Gardner I would suggest, besides the specific changes of the curriculum mentioned earlier, the following: individuals should be encouraged to find the types of intelligences they are most suited, instruction should incorporate many intelligences not just present logico-linguistic model of tests, constructive criticism and evaluation should be made on all the different types of intelligences, and finally, discipline is an important factor for teacher to hone in their students.

[1] Kenneth Kaye **The IQ Controversy and the Philosophy of Education** //PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association//:Vol. 1974 (1974), pp. 181-188

[2] Montagu, Ashley. //Race and IQ: Expanded Edition// (Oxford University Press, 1999).

[3] Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.

[4] Gardner, H. (1983). Frames of Mind. New York: Basic Books