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Culture and Education
Cultura y Educación
Volume 24, 2012 - Issue 1
63
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Original Articles

¿De qué modo somos inteligentes? Resultados para pensar la educación

In which way are we intelligent? Results for thinking about education

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Pages 5-15 | Received 27 Jul 2010, Accepted 14 Dec 2010, Published online: 23 Jan 2014
 

Resumen

Decir que alguien es más inteligente que otro o decidir quién es inteligente son aspectos que se han convertido en debates reiterados tanto de especialistas como de legos a falta de acuerdos para encontrar una definición que incluya la diversidad de cualidades que se predican de inteligencia o de ser inteligente. El hecho de que tengamos distintas capacidades cognitivas nos obliga a considerarlas en las propuestas educativas y desarrollarlas en los alumnos respetando las individualidades. El estudio que presentamos analiza los perfiles intelectuales de alumnos de nivel medio y los contextos que se presentan como promotores de diversas habilidades cognitivas. La investigación se divide en dos etapas. La primera etapa pretende mostrar la diversidad de inteligencias que coexisten en un grupo particular de alumnos de secundaria y los estudiantes con talentos específicos. La segunda etapa tiene el propósito de desvelar qué contextos permiten el despliegue y la expresión de las potencialidades de los alumnos con talentos. Los resultados indican que cada alumno exhibe un perfil intelectual singular. Asimismo, se encuentra que algunos contextos extracurriculares son ámbitos que se definen como promotores de habilidades cognitivas, artísticas y sociales.

Abstract

Saying that someone is more intelligent than another or deciding who is intelligent are issues that have turned into repeated debates both by specialists and laypersons in the absence of agreement in finding a definition that includes the diversity of qualities that commonly define intelligence or being intelligent. The fact that we have different cognitive capabilities compels us to consider them in educational proposals and to develop them in students respecting their individual differences. The present study analyses the intellectual profile of secondary school students and the contexts that promote different cognitive capabilities. The research study is divided into two phases. The first phase seeks to show the diversity of intelligences that coexists in a particular group of secondary school students and their specific talents. The second phase has the purpose of revealing which contexts allow the development and expression of the potential of talented students. The results indicate that each student exhibits a unique intellectual profile. Furthermore, it was found that some extracurricular contexts and environments can act as catalysts for the development of cognitive, artistic and social abilities.

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