Thinking About Thinking
By Peter W. Cookson, Jr.

Have you ever wondered what goes on inside your students' heads? Cognition and learning is a complex process full of mystery and wonder. In the past 15 years, however, cognitive science and brain research have begun to reveal how we think and what constitutes intellectual growth. Some people believe that there is a general intelligence that is a stable characteristic of the human mind and has its origins in the operations of the brain. Others believe that what we call intelligence is an artifact of intelligence tests themselves. Even defining the characteristics of intelligence is complex. Is intelligence memory? Is it the ability to creatively solve problems? What's the difference between analytical intellectual intelligence and emotional intelligence? How do we know that academic measures of intelligence capture the qualities needed for adult success? Perhaps one of the most thoughtful and rigorous thinkers about intelligence is Robert J. Sternberg of Yale University. Recently, he suggested a theory of "successful intelligence," which has many classroom applications. Crucial to this theory is the notion that intelligence consists of three parts: analytic, creative and practical abilities. He convincingly argues that intelligence can be fostered in the right educational environment by encouraging students to develop and exercise their analytic, creative and practical abilities. Sternberg defines successful intelligence according to four criteria:

• Intelligence is defined in terms of the ability to achieve success in life in terms of one's personal standards, within one's socio-cultural context.
• One's ability to achieve success depends on capitalizing on one's strengths and correcting or compensating for one's weaknesses.
• Balancing abilities is achieved in order to adapt to, shape and select environments.
• Success is attained through a balance of analytic, creative and practical abilities. Sternberg's theory has been tested numerous times and explains measurable intellectual growth. Most classroom practices work for some students, but not for all. Due to the mismatch between learning strengths and weaknesses and the repertoire of teaching methods, one size doesn't fit all. Teaching for successful intelligence requires a series of techniques for reaching as many students as possible.

Peter W. Cookson, Jr. is the founder of TCinnovations and the Dean of the Graduate School of Education of Lewis & Clark College. He is also founder of the Center for Educational Outreach & Innovation at Teachers College.

March 2004, Vol.34, No.6