The Ten Deadly Sins of Education |
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|
Sin Number |
Result |
Observation |
Action |
Result |
| 1. High school education emphasizes
core intelligence at the
expense of non-core
special intelligence1.
Core intelligence is academic and enhanced by education, non-core intelligence is hands-on and enhanced by training. |
High school students with non-core special
intelligence take too many courses exclusively designed to enhance core
intelligence and too few courses to enhance their non-core special intelligence.
|
Skills associated with all
kinds of special
intelligence are socially
and economically
rewarded, provided
minimal core intelligence
skills are achieved for a given career.
Example: My two least academic nephews, one dropped out week one of the ninth grade and the other graduated from the neighboring vocational high school, are easily the most financially successfully of my eight nephews and nieces, though my niece who graduated college at about 30 years of age may be catching up. |
Grades for all levels should measure skill development in all kinds of intelligence with special emphasis given to special intelligence. | Students with high core intelligence will realize that other kinds of intelligence are important and students with non- core special intelligence will realize all kinds of intelligence are equally important. |
| 2. Education ignores the fact that intelligence is normally distributed. | People take academic courses
substantially beyond their capabilities and spend substantial time developing
subjects areas in which they have little intelligence at all.
|
The world does not pay
people with average
mathematical ability to do
algebra.
In the 1960', people in the top quarter mathematically could enhance their career taking college math courses. Today, because of international competition, being in the top 10% makes investing in math education profitable. |
A realistic appraisal of all intelligence should be
made at times when
intelligence can be
properly measured.
Students should not be required to enhance intelligence for which they have little aptitude. |
Students and parents will understand the need to investigate and determine appropriate education and training. |
|
1 Howard
Gardner's
Multiple Intelligence defines these eight kinds of human intelligence.
1. Mathematical-logical (problem solving,
fix or repair, program) 2. Spatial (dance, sports, driving a bus)
3. Bodily-kinesthetic (acting, mime, sports) 4. Musical-rhythmic (composing,
playing music, clapping) 5. Verbal-linguistic (reading, using words, public speaking, storytelling)
6. Interpersonal (social skills, reading other people,
working in a group) 7. Intrapersonal (introspection, self-assessment, goal making, vision, planning) 8. Naturalist (able to distinguish among,
classify, and use environmental features)
Mathematical-logical and Verbal intelligence represent core intelligence. People with above average ability in any of the eight areas of intelligence, have special
intelligence. Continue to Next Page for sins 3-5 | ||||