Sternberg's Triarchic Theory of Successful Intelligence 2

Sternberg's Triarchic Theory of Successful Intelligence 2
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Intelligence

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  • Thus, citizens of the Bahamas can be encouraged to be functional by making a deliberate effort to assess and be interested about the issues affecting the nation (analytical), such as gang violence and teenage pregnancy and to think of the factors that influence these issues. Then, they can be motivated to show concern by suggesting possible options to deal with these issues (creative).
  • These options may include community service, sensitization campaigns, offering support and guidance, encouraging application of knowledge, promoting health and wellness, and creation of other strategies to combat social and cultural issues and risks. Thereafter, having engaged analytical and creative aspects of their intelligence, members of various communities can be encouraged to actively participate in the fulfillment of the aforementioned strategies. Engaging the Triarchic Model of Successful Intelligence in such manner will foster problem-solving and critical thinking skills as well as promote social growth.
  • In the Bahamas citizens are exposed to many of the advances in technology yet the lack of an appreciation for civic responsibilities exists. Civic mindedness is said to involve the skills, education and intentions that one has to be a member contributing to the greater good of humanity be it public or community service (Steinberg, Hatcher, & Bringle 2011). Persons who understand intelligence and intellectual development, especially the Triarchic Theory of Successful Intelligence proposed by Sternberg (2005) can actively put into practice the three aspects of the model to foster change within society.
  • How can an understanding of intelligence and intellectual development be used to make citizens in your country of residence more civic minded?
  • For example, in the case of voting, individuals will recognize that there is a need for change within the political arena, they will recognize that they are able to actively participate in that change through voting, and they can then make a conscious effort to engage the voting process. The same can be attributed to other matters of national importance, such like working towards the creation and enforcement of laws within the country.
  • Wow! Friends, I enjoyed our revision by the beach. We should do this again!
  • DEFINITELY!!!
  • That is a good example.
  • References Berk, L. E. (2014). Development Through the Lifespan, (Sixth     Edition). NY: Pearson Education, Inc. Biswas-Diener, R. (2018). Intelligence. In R. Biswas-Diener &     E. Diener (Eds), Noba textbook series: Psychology.     Champaign, IL: DEF publishers. DOI:nobaproject.com Grigorenko, E., & Sternberg, R. (1997). Styles of thinking,     abilities, and academic performance. Exceptional children,     63(3), 295-312. Lim, K., & Yu, R. (2015). Aging and wisdom: Age-related     changes in economic and social decision making. Frontiers     in Aging Neuroscience, 7, 120. Santrock, J. W. (2011). Life-Span Development, (Thirteenth     Edition). NY: McGraw-Hill Companies Inc. Seemungal, F. (2018). PSYC 2015: Unit 8: Part III:     Adolescence. University of the West Indies Open Campus,     St. Augustine, Trinidad.
  • Sternberg, R. (2005). The Theory of Successful     Intelligence. Interamerican Journal of Psychology, 39(2),     189-202. Steinberg, K., Hatcher, J. A., & Bringle, R. G. (2011).     Civic-minded graduate: A north star. Michigan Journal of     Community Service Learning, 18(1), 19-33. The Brainwaves Video Anthology. (2014, Oct 27). Robert J.     Sternberg - Successful Intelligence [Video file]. Retrieved     from https://www.youtube.com/watch?v=ow05B4bjGWQ Thomas, S., & Kunzmann, U. (2013). Age differences in     wisdom-related knowledge: Does the age relevance of the     task matter?. Journals of Gerontology Series B:     Psychological Sciences and Social Sciences, 69(6),     897-905. Worthy, D., Gorlick, M., Pacheco, J., Schnyer, D., & Maddox, W.     (2011). With Age Comes Wisdom: Decision Making in     Younger and Older Adults. Psychological Science, 22(11),     1375-1380. Retrieved from     http://www.jstor.org/stable/41320039
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