EFFECTIVE GOVERNANCE MODEL FOR BASIC INTELLIGENCE IN TEACHING AND LEARNING

Abstract

Intelligence is a trait that is described by all of us and it plays an important role in our lives. It has been observed that the nature of various intelligences manifests in different personalities. According to Spearman, every task involving intellectual activity depended upon a general ability of the 'g-factor'. This g-factor represents native intelligence. Zohar and Marshall (2001), for example, reduced Gardner’s (1983) ‘Multiple Intelligence’ (MI) to represent three basic intelligences: Intelligence Quotient (IQ), Emotional Quotient/ Intelligence (EQ/EI) and Spiritual Quotient/Intelligence (SQ/SI). It has been crystallized by Maslow’s (1954) ‘Hierarchy of Needs’, Bloom’s (1956) ‘Taxonomy of Educational Objectives’ and Delor’s (1996) Four Pillars of Education. In ‘Hierarchy of Needs’, ‘deficiency needs’ is concerned with IQ and EQ/EI and ‘being needs’ are concerned with SQ/SI. And also in the ‘Taxonomy of Educational Objectives’ the domain of cognitive and psychomotor are concerned with IQ; and affective domain is concerned with EQ. The last domain being spiritual is concerned with SQ. Delor’s (1996) ‘Learning to know’(Cognitive Skills) and ‘Learning to do’(Motor Skills) are concerned with IQ; ‘Learning to live together’(Emotional Skills) is concerned with EQ/EI and the last one being ‘Learning to be’(Social skills) is concerned with SQ/SI. These crystallized models are directly or indirectly concerned to teaching-learning. Hence, there are intra and inter-active relationships among basic intelligence with three primary studies which are very much essential for strategic holistic development of teaching-learning. Moreover, in teaching-learning, this study is an effective good governance model to reach the apex (SQ/SI) of intelligence (Qs).