Remembering, Feeling, and Thinking DQ

1. describes and discusses several ways of defining intelligence–e.g., Robert Sternberg’s triarchic theory, Gardner’s multiple intelligence theory, and Wechsler’s Intelligence SCALE. Consider these three methods of defining intelligence, and discuss how you think intelligence could/should be defined. Which theory (or theories) make the most sense to you? Which are the most useful? Are there any problems (theoretical, practical, or conceptual) associated with these theories?

2. Choose one concept that you found especially interesting or useful. Briefly explain the concept, and describe why you find it interesting. How might it be useful or helpful outside of the classroom?

Remembering, Feeling, and Thinking DQ

1. describes and discusses several ways of defining intelligence–e.g., Robert Sternberg’s triarchic theory, Gardner’s multiple intelligence theory, and Wechsler’s Intelligence SCALE. Consider these three methods of defining intelligence, and discuss how you think intelligence could/should be defined. Which theory (or theories) make the most sense to you? Which are the most useful? Are there any problems (theoretical, practical, or conceptual) associated with these theories?

2. Choose one concept that you found especially interesting or useful. Briefly explain the concept, and describe why you find it interesting. How might it be useful or helpful outside of the classroom?