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Wisdom, Intelligence, and Creativity Synthesized


reviewed by Thomas Hoerr — 2004

coverTitle: Wisdom, Intelligence, and Creativity Synthesized
Author(s): Robert J. Sternberg
Publisher: Cambridge University Press, Cambridge
ISBN: 0521802385, Pages: 227, Year: 2003
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“What is intelligence?” and “What does it mean to be intelligent?” are important questions because in seeking to answer them we lay bare our assumptions not just about intelligence, but about the definition of success in the real world and the role of school in preparing students for that success. These questions and issues should be at the heart of educational thought and planning. They should inform our curriculum, pedagogy, assessment, staff development, and school design. Unfortunately, all too often this has not been the case. Too often intelligence has been viewed as something that can be represented by a two- or three-digit number, being intelligent has been seen as achieving success on a standardized test, and being successful in the real world has been something deemed to be outside the purview of school. This bias undergirds and has been exacerbated by the No Child Left Behind legislation and by similar approaches in many states.             Such definitions of intelligence and success in school have been too disconnected from achieving... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1583-1585
http://www.tcrecord.org ID Number: 11283, Date Accessed: 10/20/2017 4:49:46 AM

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About the Author
  • Thomas Hoerr
    New City School, St. Louis, MO
    E-mail Author
    Tom Hoerr is the head of the New City School in St. Louis, MO. He has written extensively about multiple intelligences (including Becoming A Multiple Intelligences School, ASCD Press, 2000) and faculty collegiality. His current research and writing focuses on the notion of distributed intelligence and the supervisory implications of viewing teachers as artists.
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