Measuring And Teaching For Success: Intelligence Versus IQ

Abstract

Optimize action learning and successful evaluation through adopting new views of IQ. IQ as developed here relates to success in life and it is among the most changeable of characteristics. However, IQ as measured in the past is one of the least malleable of factors. Had you rather measure for and teach toward something that is not changeable or something that is very learnable and teachable? If you want to improve success for all in life, forget the normal IQ and begin to use the descriptives you find in this article. The extant literature is replete with theories espousing IQ, EQ, or a combination of both as predictors of success. While the historical importance of IQ as it is currently understood should not be discarded, a more important concept needs to be developed and taught in American educational systems. Simply put, a high IQ does not always correlate with success in life. Yet, our metrics for entry into American universities are principally IQ surrogates. And, our teaching favors those that can remember and pass a test not those that are good at the tasks required by their professions. Academicians need to be more concerned with successful intelligence than traditional IQ for even the most respected of IQ test “fail to do justice to their creators’ conceptions of the nature of intelligence (Sternberg, p. 336).” Read on and see if this paper develops a case for changing traditional methods for admission to higher education and teaching toward successful intelligence.