Cultural Explorations of Human Intelligence Around the World

The goal of this article is to review cultural explorations of human intelligence around the globe. The article opens in the first part with a consideration of cultural studies that suggest that there is more to intelligence than IQ. It continues with the suggestion for what that more might be, namely, successful intelligence. The second part of the article thus describes the theory of successful intelligence, as well as data from various cultures that support the theory. The third part of the article considers cultural conceptions, of implicit theories of intelligence. It is concluded that cultural studies suggest that conventional notions of intelligence are narrow and limited

The WICS Model of Organizational Leadership

Leadership is essential to the successful functioning of virtually any organization. Scholars of leadership attempt to understand what leads to success in leadership. Successful leaders need to do two things, among others. First, they need to have a story that followers can understand, accept, and, hopefully, support (see also Gardner, 1995). Second, they need to engage in complex processing that results in the creation, implementation, and monitoring of the story (see also Sternberg, 2003). The WICS model of leadership addresses both aspects of the leadership process. This model synthesizes many aspects of previous models. Thus it draws on much that is old, including trait, situational, behavioral, contingency, and transformational models. What do these models have to say about leadership? First, I present WICS. Then I relate it to past theories. Finally, I draw conclusions

Creatividad e inteligencia

A review of the most important theories and studies about intelligence and creativity. Both human abilities are considered from the different perspectives of relation, from inclusive ones to separate categories. The author shows us the variety and depth of present analysis that study creativity as a vital element to open new stances of cognitive world. The author exposes his essential triarchic intelligence theory.Revision de las mas importantes teorias y estudios sobre las relaciones entre inteligencia y creatividad. Ambas capacidades humanas se consideran desde muy diferentes relaciones, desde las inclusivas hasta las completamente independientes. El autor nos muestra la variedad y profundidad de los analisis actuales que estudian la creatividad como un rasgo vital para abrir las perspectivas sobre el mundo cognitivo. El autor expone su esencial teoria triarquica de la inteligencia

Academic Intelligence is not Enough! WICS: An Expanded Model for Effective Practice in School and in Later Life

Is there a psychological basis for teaching and learning in the context of a liberal education, and if so, what might such a psychological basis look like? Traditional teaching and assessment often emphasize remembering facts and, to some extent, analyzing ideas. Such skills are important, but they leave out of the aspects of thinking that are most important not only in liberal education, but in life, in general. In this article, I propose a theory called WICS, which is an acronym for wisdom, intelligence, and creativity, synthesized. The basic idea underlying this theory is that, through liberal education, students need to acquire creative skills and attitudes to generate new ideas about how to adapt flexibly to a rapidly changing world, analytical skills and attitudes to ascertain whether these new ideas are good ones, practical skills and attitudes to implement the new ideas and convince others of their value, and wisdom-based skills and attitudes in order to ensure that the new ideas help to achieve a common good through the infusion of positive ethical values

Which Queue?

It is annoying when one is in a long line - at a ticket counter, at a supermarket, at a bank - and someone jumps the queue, taking a position in line ahead of other people who lined up first. The title of Mark Kelman and Gillian Lester\u27s book, Jumping the Queue, gives the reader advance warning of the authors\u27 position on people who edge ahead in line. But the topic of their book is not ticket, supermarket, or bank lines, but rather the line to enjoy the benefits of society. And the focus of the analysis of queue-jumpers is not on customers in the commercial marketplace, but on a particular group of students in the academic marketplace. These students are ones who have been identified as having learning disabilities. Kelman and Lester\u27s book covers diverse topics in its eight chapters totaling 313 pages, including technical controversies (pp. 17-36), the federal regulatory framework (pp. 37-66), local practice (including diagnosis and placement) (pp. 67-92), resource management and discipline (pp. 93-116), extra resources for the classroom teacher (pp. 117-60), accommodation on law school exams (pp. 161- 94), and ideology and entitlement (pp. 195-226). There are many points of view from which learning disabilities can be approached, and the authors\u27 point of view, indicated by the subtitle, an inquiry into the legal treatment of students with learning disabilities. The subtitle is appropriate; the book reads more as an inquiry than as a presentation of a strong stand regarding what needs to be done, legally or otherwise. At times, the authors\u27 unwillingness to take strong or even clearcut stands is frustrating. Conclusions often get lost in what, for two reviewers who are psychologists, appear to be technical legal thickets. But it is clear that Kelman and Lester are skeptical of the preferential treatment given to those identified with learning disabilities, because they point out - correctly, we believe - that the accommodations that benefit individuals identified as having learning disabilities would benefit virtually anyone (pp. 172- 73). The authors also express skepticism of whether the system is just, granting as it does special legal privileges to those who have no unique moral, psychological, or educational claim to these privileges (Chapter 8). Because the book is an examination primarily of legal issues, it addresses somewhat superficially what we believe to be the most fundamental problem pertaining to learning disabilities. This problem is that the concept as it is used in practice is invalid. We have no doubt that the concept of a learning disability is, in theory, veridical. But there is a big gap between theory and practice. We seek in this review to deal with this issue, because it renders the societal legal discussion moot. The laws cannot be just if they are based on a classificatory system that makes little or no psychological or educational sense. The book also may make a false assumption in assuming there is a single queue. Neither success, nor abilities, nor practically anything else that really matters in life is unidimensional. Learning disabilities certainly are not

Una teoría balance de la sabiduría

Aun cuando resulta difícil defi nir la sabiduría, los psicólogos han desarrollado teorías acerca de este tema; una de ellas es la teoría del balance, que postula que a la hora de tomar decisiones, los individuos sabios se basan en sus valores y conocimientos, que balancean los intereses confl ictivos de naturaleza intrapersonal, interpersonal y extrapersonal, en plazos cortos y largos. Este modelo conceptual de la sabiduría está orientado a la acción y toma en cuenta los valores y conocimientos relevantes, sumados a la consideración de los múltiples intereses y a sus posibles consecuencias. Este modelo teórico, además, no solamente puede ser aprendido por los estudiantes, sino también enseñado por los profesores

Creatividad e inteligencia

A review of the most important theories and studies about intelligence and creativity. Both human abilities are considered from the different perspectives of relation, from inclusive ones to separate categories. The author shows us the variety and depth of present analysis that study creativity as a vital element to open new stances of cognitive world. The author exposes his essential triarchic intelligence theory