We heard elders say things like, “My son is highly brilliant; he achieved 100% in Math,” or “Her daughter usually tops the class; she is quite intelligent” when we were kids. In our schools and colleges, we tend to find the teachers praising the class/ university toppers since you know, they are “smart”.
It can be agreed that these top scores are better positioned, earn more money, and settle in sooner. But we disagree that these adults have generalized the term “intelligence” based solely on the academic performance of the youngsters.
Before you judge your child, you must first determine whether or not he or she possesses any of the following types of intelligence.
The eight intelligence are:
Children learn better visually and by organizing information spatially. They like to see what you’re talking about in order to comprehend it. They like charts, graphs, maps, tables, pictures, art, riddles, costumes, and anything else that is visually appealing.
Children who excel in the language arts (speaking, writing, reading, and listening). Because their brilliance lends itself to traditional instruction, these pupils have always been successful in traditional classrooms.
Children who excel in mathematics, logic, and problem-solving. They make up the other half of the pupils who normally perform well in traditional classrooms where instruction is rationally scheduled and students are expected to conform.
Children who learn best via activity: games, movement, hands-on chores, and construction. In typical schools, where they were expected to sit and remain calm, these youngsters were frequently labeled “overly active.”
Children who benefit from songs, patterns, rhythms, instruments, and musical expression. Children with high intellect are often overlooked in standard education.
Children who are acutely aware of their own emotions, values, and ideals. They may be more reticent, but they are highly insightful about what they learn and how it applies to them.
Children who like being outside, animals, and going on field excursions. More than that, these pupils like picking up on minor changes in meaning. The typical classroom has been inhospitable to these youngsters.
Children who learn about humanity’s place in the “big picture” of life. “What are we doing here?” they wonder. in addition to “What is our place in the world?” Philosophy is a discipline that demonstrates this intelligence.
A youngster must devote a few hours every day to his studies. We do not dismiss the value of education. However, it is also vital to determine which sort of intelligence the kid possesses according to the MI hypothesis. The youngster can work hard in school and achieve a good job. At the same time, the youngster can become a poet, painter, athlete, environmentalist, or interior designer. These jobs are also well compensated.
So, the next time you see a parent or teacher pointing at a class topper and labeling him or her “bright,” just smile and sigh.