Intrapersonal Intelligence Quotes

many people with IQs of 160 work for people with IQs of 100, if the former have poor intrapersonal intelligence and the latter have a high one.

Interacting with someone who is unlike yourself is like looking into a mirror, and it suddenly makes you aware of your own assumptions and attitudes.

Interpersonal intelligence is the ability to understand other people: what motivates them, how they work, how to work cooperatively with them. Successful salespeople, politicians, teachers, clinicians, and religious leaders are all likely to be individuals with high degrees of interpersonal intelligence. Intrapersonal intelligence … is a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life.10

We go through life carrying our own cultural baggage, all of it internalized and programmed into our subconscious.

Gardner's intelligences are: 1. musical-rhythmic, 2. visual-spatial, 3. verbal-linguistic, 5. bodily-kinesthetic (athleticism, dancing, acting), 6. interpersonal (or "social" intelligence), 7. intrapersonal (or self-knowledge), 8. spiritual (think Moses, Jesus, Mohammed, Buddha, for example), 9. moral (ability to solve problems within a moral and ethical frame, think King Solomon), and 10. naturalistic (knowledge of nature, plants, animals, and the sorts of things one might need to know to survive in the wilderness). p124

Howard Gardner's theory of multiple intelligences reframed our understanding of intelligence. He proposed that intelligence is not a single, static IQ score but rather a dynamic array of different types of intelligence, including interpersonal and intrapersonal intelligence.

The IQ test was supposed to measure your capacity to think and learn and therefore to predict your success in school. However, contemporary psychologists have debunked this whole idea of a single capacity called intelligence. You have not one but at least seven intelligences, according to Harvard psychologist Howard Gardner. • Linguistic intelligence • Logical-mathematical intelligence • Spatial intelligence • Musical intelligence • Bodily-kinesthetic intelligence • Intrapersonal intelligence (knowing yourself) • Interpersonal intelligence (knowing other people)

When we do not sleep enough or when we are tired or exhausted, for example after a day of work in an open office, it is our reflecting brain that is tired and it is our cognitive resources that are depleted. This is even visible in brain scans where we can see that the part of the brain that moderates the emotional brain is too sleepy to do its job. [321] This not only has a negative impact on the quality of our thinking, but since our reflecting brain then has difficulties regulating our emotional reflex brain our emotions become more primitive and exaggerated, we become over-reactive, over-emotional towards negative stimuli and are much less able to see negative things in their proper context. It also leads to a decrease in emotional intelligence in general and less socially intelligent behavior, due to a lessening of our intrapersonal awareness, interpersonal skills, emotion management, empathy and moral judgment. [322] A well-researched aspect is that with a lack of sleep we have greater difficulties appraising emotional facial expressions, [323] which of course reduces our ability to react in an emotionally and socially intelligent way.

improved intrapersonal and interpersonal intelligence help individuals to develop better peer relationships and engage in collaborative work with better engagement or more productively. Clearly the existence of different forms of multiple intelligence highlight the functions of different parts of the brain as well as integrative operations of some of these functions (Siegal, 2011; Siegel, 2015); for example, linguistic and logical processing involves the left hemisphere, while the spatial and musical functioning mainly uses the right hemisphere (Silverman, 2002).

Intrapersonal intelligence may indicate one’s ability to see inwardly and develop self-awareness (Goleman, 2005; Goleman, 2013; Ludvik et al., 2016a; Tan, 2013; Davis, 2014;

Empathy is an emotion that is prominent in highly evolved individuals and involves the functions of many parts of the brain, as identified by Kazimierz Dabrowski (Battaglia, 2002). Intrapersonal intelligence has a special value in authentic education, as it helps individuals to become self-aware and thus to self-identify themselves based on their individual characteristics. Self-awareness based self-identification can then lead to better interpersonal relationships, as individuals will be able to perceive other members of the society in a more realistic way (Hanson, n.d.), similar to becoming aware of/identifying oneself deeply.

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

dozen multiple intelligences—cognitive intelligence, emotional intelligence, moral intelligence, interpersonal intelligence, intrapersonal intelligence, kinesthetic intelligence, logico-mathematical intelligence, spiritual intelligence, aesthetic intelligence, and so on.

Intelligence can also be broken down in terms of the skills that constitute it. One theory breaks it down into three separate skills: language ability, the speed and ability to perceive the world accurately, and the ability to manipulate spatial images in one’s head. Another theory goes even further, arguing that there are eight distinct dimensions that underlie intelligence: linguistic, logical-mathematical, spatial, musical, naturalist, bodily kinesthetic, interpersonal, and intrapersonal.