In the following assignments for ED631, Educational Psychology, Karin Macklin asked us to take a stand on an important psychological issue.



Gardner’s Theory specifies eight distinct and important multiple intelligences. In contrast, Spearman’s theory specifies just a single important general ability (and unimportant specific abilities). As a teacher, which theory appeals to you more, and why? Which theory would lend itself better to being used in the classroom?


As a scientist, I have the belief that intelligence is actually a narrowly-defined construct. As Binet originally intended it to be used, “intelligence” constituted a measure of success in traditional schools. Since Binet’s times, our schools have evolved to be constructed with broader aims - to serve all students of all backgrounds, every race, gender, ethnicity, etc. together. As a result, the old definition of intelligence, as Spearman’s construct has followed, has been thought of as too narrow or vague, perhaps politically incorrect or exclusive.


As a teacher, it is helpful these days to think of multiple realms of skills and abilities in students as important to their achievement in school and life. I care a lot whether my students are skillful at interacting with each other, whether they excel athletically, whether they are aware of the moods of those around them, whether they have artistic interests or abilities. Whether these areas can or should be termed “intelligence” by scientists is an altogether different debate. At what point do we stop splitting hairs?


I think the best solution is to recognize each students for whichever abilities and talents they possess (even if it means telling a student you suspect is somewhat sociopathic in upsetting your classroom management that he is charismatic, presidential-style). “Intelligence” is such a loaded word, that I am not sure that I find it to be an appropriate or useful method of labeling or characterizing my students, especially to one another.

 




What do you think is more important in leading someone to achieve good grades in schools – genes or environment?


All that you can control as a teacher is a small part of the students’ environment.


Genetics are, of course an important factor initial factor in determining a students’ ability level, and will certainly affect a students’ diagnosis of special needs status, and influence their Zone of Proximal Development. However, labeling students based on their genetic abilities more generally is unhelpful, and can produce stereotype threats and self-fulfilling prophesies.


Happily, all genetic expression is directly controlled by the environment; our experiences determine what genes are switched on and off, throughout our development, even into old age. Essentially, as teachers, we can do our best to work the switchboard!

Teachers should also work to positively influence environments outside of the classroom, by promoting or hosting extracurricular activities, such as athletics, Drama Debate and Forensics, language clubs, community service groups, art and drama opportunities. Teachers should also do their best to promote a healthy home environment, through making materials available to parents, communicating with parents, teaching good study habits, and, when necessary, being an advocate for the child.