Although almost everyone believes they are clear about what the concept of intelligence means, there have been many definitions throughout history, the triarchic theory of intelligence is just one of them, but many experts have developed their own theories, such as Binet, Weschler, Spearman, Catell, among others.
In this article, we will focus on the perspective of Robert Sternberg, a psychologist and professor at Yale University. Sternberg defines the intelligence of cognitive psychology as “mental activity aimed at the acceptance, selection or intentional transformation of relevant real-world environments in one’s own life. . “
- In this way.
- It can be said that Sternberg sees intelligence as a relationship between the individual and the context at the cognitive level.
- With the aim of both adapting to it and transforming it.
- Depending on the circumstances.
However, the author went much further and developed a theory known as triarchic theory of intelligence, according to which there are three types of intelligence:
“Only intelligence is examined. ” -Jaime Balmes-
As mentioned above, Sternberg talks about three types of intelligence: analytical, creative, and practical; each is one of three sub-items that complement each other: component, experience and contextual.
“A wise man will seek more opportunities than those who come. “Francis Bacon.
Then we’ll build on Elizabeth’s description, J. R. and Gregory, P. (2008) to develop and explain Sternberg’s theory. Let’s go a little further.
The triarchic theory of intelligence describes the relationship of intelligence to the inner world of the individual through the mental components or processes involved in thought. These components are of three types:
These types of components are highly interdependent and together form what the author calls analytical intelligence.
The three types of information processing components apply to tasks and situations that vary depending on individual experience levels. When a task is first presented, it is innovative, but through successive experiments, it is automated.
This kind of intelligence is what Sternberg calls creative intelligence.
In this theory, daily intelligence, that of everyday life, is defined as the selection and modification of real-world environments that are relevant in our lives and for our skills, always for adaptive purposes.
The adaptation is chosen first, and if it fails, the selection or modeling is chosen. This is the last type of intelligence defined by Sternberg in his theory: practical intelligence.
“An intelligent person learns from the experience of others. ” -Voltaire-
We wanted to highlight this beautiful phrase by Aldous Huxley because it links intelligence to the personal desire of each of us, which must be taken into account in the field of education, in fact, one of the main objectives of this context should be research. and development of multiple intelligence, emotional intelligence and triarchic intelligence.
These intelligences are the main factors that help us generate and develop emotional, cognitive, and other skills that are often dormant across all of us.
Being able to have theories of intelligence that provide us with different methods to study it can be very useful, as long as we use them correctly, and if education professionals are aware of it, it would be highly recommended to use them in educational contexts so that they could then be applied daily.