If you’re a parent like I am, chances are that during at least one late-night homework assignment you heard those frustrating words: “I’m just not smart enough to do this!”
It’s not hard to see how students, not to mention parents and even teachers, get this fatalistic notion about what it means to be intelligent. So much of what we call education—from classes centered on memorization, regurgitation of facts and passing tests, to forcing kids to sit still at desks for hours—favors a certain kind of student while leaving others floundering.
For example, IQ, or “intelligence quotient,” is a single number used to express how well individuals perform on a series of questions and puzzles. If you score higher than 140, you’re allegedly an Einsteinian genius. If you score lower than 75—well.
But a 2012 study of more than 100,000 people—the largest to date—suggested that IQ alone is a poor indicator of overall intelligence. Instead, abilities like short-term memory, reasoning, and verbal agility—all governed by separate brain “circuits”—together comprise that illusive quality we call “being smart.”
Continue reading BreakPoint – Rethinking Smart: Intelligence is Not a Number