EDUCATION – ADAPTATION – I am smarter than you although I am not as good in English and Maths…

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IQ no longer serves as a unique tool for assessing intelligence. Adaptability and creativity embrace the demands of the current society.

If I had to pass an IQ test today, the musical talent of the young Mozart would not be among the numbers one class neither would exceed 140 points of Intelligence Quotient (IQ). All because, on the street and in the classroom the prototype of being intelligent, entrenched in our culture from the Greeks and the Renaissance, it is still associated exclusively with recognized skills in this popular score to assess based on abstract thinking logic and mathematics. However, the progress of science in recent decades show that there is intelligent life beyond a few numbers.

More than a good memory for names and dates and a clever mathematical reasoning, the intelligence is overall pure adaptation. It is time to rescue Charles Darwin and his evolutionary theories…

” XXI century neuroscientists return to the original idea of Darwin showing that being smart is the ability to adapt to the environment more effectively. This capacity varies depending on the context and involves flexibility in very different situations “.

“There are people who are smart and adapt with ease and flexibility to certain contexts, whereas in others seemed stupid. And if you were to go back 30,000 years, those people considered smart could even be devoured because they wouldn’t face the demand of the environment. In this complex world, much more specific skills are needed, so that gradually other types of intelligence become included”.

Why a good speaker, with plenty of verbal compression, or a genius of the piano or of the ball, with great physical talent, are not considered smart in our Western culture? The role of mathematical logic – abstract intelligence responds to the legacy of the European production system (Industrial Revolution) prior to the two world wars, when the abstract talent had the key to the labor and social success and a brilliant educational career was always recognized with no less lustrous job.

In this context he was born the CI, a revolutionary concept coined by psychologists who faced the challenge of classifying people, first to assess mental disorders and then for educational purposes, to the new wave of schooling in Europe, with the aim of standardize the tests with objective criteria, unlike the clinical interview.

“Around the seventies, some studies shown that there was no guarantee that the people getting the best jobs were those with more abstract intelligence. Since then, the complexity of different jobs is not linked directly and only to cognitive tasks, but to those related to the management of emotions, stress , anxiety and ability to regulate social interactions for people. What makes the difference of a brilliant person in the workplace is not their classic intelligence, but that extra “thingy” that refers to another kind of intelligence…

Specialists like Wechselr and Binet, who introduce different intelligence scales, are still a reference nowadays and difficult to challenge. Psychologists like Robert J. Sternberg, one of the pioneers of practical or applied intelligence during three decades, or Howard Gardner , who dynamited the one intelligence with the theory of multiple intelligences (linguistic, inter- and intrapersonal, musical, spatial, naturalist, body, along with the logical -mathematical ) have not yet come to be applied as mainstream schools.

Students who are well adapted to the school system are those with a high numerical and logical- mathematical intelligence. The rest, which may have other intelligence, have a hard time adapting. The school continues to work with a model. There are very intelligent people who are not particularly bright in the logical- mathematical aspects and not just to adapt, wasting their artistic, linguistic or social relations potential, the school becomes a real trial for them.

CAN YOU MEASURE CREATIVITY?

If mathematical or linguistic problems are used, it is more or less easy to evaluate the answers, because there is a correct solution. Another different situation would be to answer real life problems. For over a century, we are trying to evaluate creativity as a process, not as a product, and although many investigations have been carried out, we still don’t to see the results…

Although there are television programs that continue to impress the public with the memory of the contestants, the capacity of anticipation should be the intelligence to promote. “Machines can not predict the future, but we are able to innovate and anticipate. People have always survived the adversities of climate, hunger or wars because of these two values. In our personal lives it’s more or less the same: those who know how to anticipate problems are more adaptable. But that is still not taught in schools, and it would be a real revolution…

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