|
|
|
|
 The
human mind is recognised as the universe beyond complete discovery.
The abstract depths within which the mysteries of our own biological super computers are written are as intriguing as they are unattainable for analysis. The nature of thought, perception and learning are but some of the highly indefinable and abstract variables which contribute to our human ability to succeed, conquer and excel in the tasks which we encounter every day. These mental abilities gel to form ''intelligence''. It is this factor of the human mind, which has so dominated our existence and shaped our individual experiences, encounters and destinations at all times.
For Descartes, mind was seen as hydraulics (fluid in the supposed nerve tubes). The ancient Greeks supposed that marionettes controlled by strings provided the model of mind (neurone is the Greek word for "string"). During the Industrial Revolution, mind was based upon complex systems of pulleys and gears. In the 1930's, mind was envisioned to be like a huge telephone switchboard. In the 1940's, this model was updated to be a function of Boolean logic. With the 1960's came the model of digital computers; all one had to do was study the programs. And the 1970's brought us the mind as hologram.
We may chance to wonder about the nature of intelligence and the specific aspects of human mental abilities, which define our 'level of intelligence'. Quite quickly we realise the implications of cultural and societal values. Next we may question the dominance of a belief that perhaps the ability to read and write well mean superior intellectual ability. Slowly we can but arrive at the logical conclusion that intelligence is an undefined spectrum of many colours of ability and definition of these abilities is not such a black and white issue anymore.Intelligence is rooted in variability, learning, and survival; its raison d'être is adaptability.
Elsewhere Howard Gardner defines seven forms of human intelligence as:
His theory challenges the classical model of intelligence which we have been exposed to either explicitly or implicitly by society. Even Gardner himself acknowledges that his theory is only one way of examining the multiple facets of the human mind. He points out that in addition to representing different content domains the seven intelligence's also imply different learning modalities. He continues to state that different cultures foster different types of intelligence's to varying degrees. This knowledge has raised questions with regard to validity, assessment and instructional activities of current educational practices.
Ultimately in terms of testing, IQ measures the ability to do IQ tests, little theoretical footing exists to contradict this assertion. Tests in general rely heavily on vocabulary in order to transmit their information so already a bias is introduced in favour of those with superior vocabulary comprehension abilities. In this fashion another inaccuracy is introduced to IQ tests - they do not measure specific aspects of ones intelligence in isolation. Finally it must be asserted that generally we are more comforted by qualitative than qualitative aspects of intelligence. Consequently there persists the general assumption that in assigning numeric weight to questions we are actually testing intelligence.
The g factor of intelligence refers to the general intelligence one supposedly possesses however, as no one area of the brain is concerned with intelligence this g factor is no more than a convenient concept based upon statistical artefact. Returning to the view of multiple intelligence the logic prevails that one could be better at one particular ability than another, individuals have particular strengths and talents. At the core of discussion on intelligence, it's sub-division and testing is the question can intelligence be measured? As Howard Gardener claims IQ is essentially a black box phenomenological approach to intelligence greatly lacking in the necessary sophistication.
|
