Intelligence and its Implications in Public Affairs
Intelligence is defined in more than one way, but generally, it encompasses the ability to solve problems and other forms of logical thinking, in addition to adapting to reality, quick understanding, innovation, etc. Perhaps the American scholar Howard Gardner, in his book “Frames of Mind” (1983), was the first to develop the theory of “Multiple Intelligences,” which categorized intelligence into different types. Generally, humans use two types of intelligence: linguistic and mathematical, and few people face difficulty with language or calculation, as an ordinary person expresses themselves through language and solves problems through mathematics.
Educational researcher Reno Kimiolin points out that “a person who has a below-average level in one of these types of intelligence becomes ostracized from society, as they are quickly judged to be less intelligent and less adaptable compared to others.” Researchers have debated whether intelligence is acquired or a genetic trait. However, it can be said that intelligence is a product of innate genes and the environment either fosters or weakens it. Intelligence, whether considered acquired or inherited, is capable of development and growth through learning and attention. It’s worth noting that statistics suggest two-thirds of intelligence is due to genetics through the X chromosome, and one-third is acquired, indicating that maternal genes play a greater role than paternal genes in passing intelligence to offspring, as maternal genes are XX, while paternal genes are XY.
Multiple factors contribute to the variance in intelligence levels among humans, including genetics, social environment, and education, even diet can affect intelligence levels. Psychology today has managed to develop intelligence quotient tests, or IQ tests, founded by psychologists John Leonard Hall and John Carroll, through the “Cattell-Horn-Carroll” theory, an advancement of American psychologist Raymond Bernard Cattell’s theory. This has led to various types of IQ tests available today, such as the “Woodcock-Johnson Cognitive Abilities tests” and “Different Types of Intelligence tests,” with the IQ test being the most famous and globally recognized. Scientists have agreed on the following intelligence hierarchy:
- 140 and above: Genius.
- 140-120: Very intelligent.
- 120-110: Above average.
- 110-90: Average intelligence.
- 90-80: Below average.
- 80-70: Very low intelligence.
- 70 and below: Mentally challenged.
However, our capabilities are much greater than being limited to merely intellectual intelligence and knowledge tests. Thus, Howard Gardner proposed nine types of intelligence that are still widely recognized today:
- Visual-spatial intelligence: The ability to visualize objects, such as remembering paths.
- Linguistic intelligence: People differ in speaking, oratory, and storytelling because of it.
- Logical-mathematical intelligence: The ability to solve mathematical equations and complex life and political problems.
- Bodily-kinesthetic intelligence: People excel in sports, dance, movement, and warfare because of it.
- Musical intelligence.
- Interpersonal intelligence: Some people can predict others by uncovering their hidden intentions and excel in communication skills and teamwork.
- Intrapersonal intelligence: Full awareness of one’s psychological and emotional state, with philosophers and thinkers being pioneers of this intelligence.
- Naturalist intelligence: Those influenced by nature and interested in the earth, plants, and animals.
- Educational intelligence: Capable of conveying knowledge to those who lack it.
The criticism of learning styles and types of intelligence theory is the lack of empirical evidence supporting its impact on learning methods, leading some scientists to reject these classifications and argue that there are no exceptional individuals, but rather self-improvement and environmental support only. Later, psychologist Carol Dweck in her book “Mindset: The New Psychology of Success” introduced the growth mindset theory, suggesting that intelligence is not innate but the result of an individual’s effort to develop their basic abilities.
Therefore, intelligence can be developed through various means, including critical thinking, continuous learning, such as learning new languages, playing intelligence games like chess, and most importantly, befriending and associating with intelligent people, and indulging in the world of imagination through daydreaming.
Finally, our revolution to this day has not focused on the types of intelligence among leaders. Despite the many problems we face, some negatives could be highlighted for future overcoming or attention. Emotionally intelligent individuals can perform successful teamwork, and supporting them to lead collective efforts is essential. Those with intrapersonal intelligence possess abstract thinking and effective theorizing capabilities for solving problems and finding solutions. Educational intelligents should be supported to take the helm of media and educational work to impart knowledge to younger generations, and so on.
Therefore, we in the Syrian Future Movement recommend that special attention be given to the types of human intelligence and to benefit from it as a unique contribution of the Syrian revolution. While some may not care about this discussion, we see it as crucial to link political and revolutionary work with psychology, and to leverage intelligence theories in sorting Syrian leadership.
Wheiba El-Masri
Scientific Office
Research and Studies Department
Articles
Syrian Future Movement (SFM)
