User:Ivygood60

Intelligence and Literacy

A study of the literature on intelligence and literacy gives rise to the questions "Are they mutually exclusive terms?" Are they a combination of inherited abilities and learned knowledge? Are they different concepts? From a historical perspective the measuring of intelligence focused on intellectual capacity and literacy was seen as cultural and institutionalised agreements about reading and writing.

What is Intelligence?

Popular beliefs about intelligence equate it with being able to demonstrate above average performance in learning, on a task, in a given situation, or to have successful interaction within ones environment. Therefore, a person who is considered intelligent is expected to learn, make decisions, take action, or react in ways that produce positive results. Istenes (2026) lists seven key aspects of intelligence. These beliefs about intelligence have influenced definitions of the concept. Yet, while the varying definitions of intelligence have elements of those beliefs in common, there has been no consensus regarding a single standardized definition of the concept. Ruhl (2024) sums up this dilemma stating that "Defining and classifying intelligence is extremely complicated." However, there are criteria used to judge someone as being intelligent or unintelligent in discussions about intelligence, yet the main challenge to a standardized definition of the concept is that there is no consensus as to one set of criteria that can be applied across time and place.

Several definitions from the field of psychology and science have attempted to organize what is known about intelligence into standard definitions. Legg and Hutter (2006) formulated a composite definition based on a number of postulated definitions; namely that “Intelligence measures an agent’s ability to achieve goals in a wide range of environments.” Based on a review of several definitions, the University of Oregon (n.d) states that intelligence is a combination of the ability to (1) Learn. This includes all kinds of informal and formal learning via any combination of experience, education, and training; (2) Pose problems. This includes recognizing problem situations and transforming them into more clearly defined problems. (3)Solve problems. This includes solving problems, accomplishing tasks, fashioning products, and doing complex projects. Adding another perspective to this much investigated concept, Robert J. Sternberg and Howard Gardner show further why any one standardized definition of intelligence cannot fully express all that the concept means nor, account for its multifaceted manifestations. Sternberg in his article A Theory of Adaptive Intelligence and it's relation to General Intelligence described intelligence as general and adaptive. Gardner (2011) States that intelligence is a set of abilities inherent in a person. According to Cherry (2026) "Gardiner proposes that intelligence is a collection of distinct skills that reflect different ways people learn, think, and solve problems."

Sternberg and Gardner's Theories of Intelligence

Sternberg's theory known as Sternberg's Triatchic Theory identifies three interrelated components of intelligence: Adaptive Intelligence, Creative Intelligence, and Practical Intelligence while Gardner's Multiple Intelligences identifies eight types of intelligences.

Ruhl (2024), in her article What is Intelligence in Psychology notes the following:

"Today, intelligence is generally understood as the ability to understand and adapt to the environment by using inherited abilities and learned knowledge."

In his article, Fifteen Traits of Highly Intelligent People Chijioke (2020) compiles his list of what highly intelligent people do. However, Sternberg and Grigotenko assert that "Behaviour that is considered intelligent in one culture may be considered unintelligent in another culture, and vice versa" suggesting that intelligence is culture bounded.

Literacy

The concept of intelligence is flexible and so is the concept of literacy. Definitions of literacy

Intelligence and Literacy

Human are intelligent beings. and be cognizant of what makes this so. Robin Barrow of Fraser University expressed this stating "My concern is not to argue that intelligence is unimportant, but to argue for an educationally relevant conception of intelligence." Herein lies the suggestion that intelligent and literacy should be interconnected.

The Society for Research in Child Development (2014) conducted a study of 1,890 identical twins which suggested that "strong early reading skill might positively affect later intelligence."

This link lead focus to education that develops awareness of our own human intelligence. While emotional intelligence has gained traction as the heart of the matter, a wider awareness is needed if the idea of education is to empower individuals.

A wider Awareness of how to recognize oneself as an intelligent being, and how to develop and capitalize on one's intelligence is self-awareness. The core principles are self-awareness, using self awareness knowledge to grow and achieve self-actualization, and to develop non-academic intelligence: "forms of intelligence (that) represent important human abilities in the social reality" (Narikbayeva, 2016).

Self-awareness

Self-awareness is a crucial aspect of intelligence and self-development and humans can be taught how to develop this awareness.

Cite research in psychology.

Harnessing Self-awareness

Sources