“Two percent of the people think; three percent of the
people think they think; and ninety-five percent of the people would rather die
than think.” George Bernard Shaw, the famous British playwright once made a
sweeping indictment of how much we utilize our mental faculties.
In an era of high stakes testing in India today where children
are preparing for IIT-JEE and AIIMS from 6th grade, sacrificing many
pleasures of growing up with levity, it is a good time to ask the question,
“What do we understand about intelligence and is the way we know it overrated?”
Indeed, when two dozen prominent intelligence theorists were
asked to define intelligence in the late 1990s; they gave two dozen somewhat
different definitions. Several current theorists argue that there are many
different “intelligences” (systems of abilities), only a few of which can be
captured by standard psychometric tests.
Obvious examples include creativity, wisdom, practical
sense, and social sensitivity. Others emphasize the role of culture, both in
establishing different conceptions of intelligence and in influencing the
acquisition of intellectual skills.
Robert Sternberg’s (1985) triarchic theory proposes
fundamental aspects of intelligence – analytic, creative, and practical – of
which only the first is measured to any significant extent by mainstream tests.
His investigations suggest the need for balance between analytic intelligence,
on one hand, and creative and practical intelligence on the other.
He argues that our traditional tests tend to test for
analytic intelligence, in which problems have been formulated and clearly
defined by other people. Whereas, practical problems require problem
recognition, formulation and are more likely to be poorly defined.
In addition, analytical problems that all of us get trained
for in tests and at schools/universities come with all the information needed to
solve them and usually having a single right answer. Practical problems in
contrast at workplace and in life require information seeking and have various
acceptable solutions.
Patricia Greenfield (1997) found for example, that children
in Mayan cultures were puzzled when they were not allowed to collaborate with
parents or others on test questions. What we consider universal mode of
testing, is not so much across all cultures.
Not all cultures value equally the kinds of expertise
measured by conventional IQ tests. In a study comparing Latino, Asian, and
Anglo subcultures in California, for example, they found that Latino parents
valued social kinds of expertise as more important to intelligence than did
Asian and Anglo parents, who more valued cognitive kinds of expertise (Okagaki
& Sternberg, 1993). Cognitive expertise matters in school and in life, but
so does social expertise.
Infact, most of us who have been at workplaces long enough
would argue that intelligence is not necessarily a predictor of job success. To
state the obvious, personality traits like conscientiousness and emotional
stability have proven to have strong correlation with intrinsic and extrinsic
job success in a meta analyses of empirical studies between personality traits
and job performance.
So, what narrow mindsets might our children grow up with if
they detach from literature and social sciences as early as 6th
grade? Maybe, GB Shaw was right. We need to redefine what intelligence and
thinking means. Maybe, we valued practical, creative and social intelligence as
well. What use is our analytical intelligence and our degrees, if we cannot
think and engage with the practical problems of our society?
What have you chosen to think - Is intelligence overrated?