The traditional concept of measuring the IQ levels of individuals should not only focus on a single measure but also consider other skills and abilities. Focusing too much on one area would easily forgo other critical aspects as well. However, the theory of multiple intelligence has revolutionized the understanding of intelligence. People are differently gifted and have various ways of effectively expressing their capabilities ( Du Toit, Bothma & De Boer, 2015). This means that a one-sized approach will inevitably leave some students at a disadvantage. There are multiple forms of human intelligence with different ways of processing information.
People have different abilities that should be considered when measuring for IQ. The traditional focus on linguistics and logical-mathematical should be expanded to include spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligent capacities. For instance, appreciating gifts in bodily-kinesthetic promotes sportsmanship in schools. Students get educational scholarships based on their athletic capabilities and not just education. People easily forget that society is very diverse and requires different types of professional capacities. In fact, the professional world understands the various abilities that people have and designed different jobs ( Du Toit, Bothma & De Boer, 2015) . Paying attention to other areas supports new disciplines such as designers, artists, dancers, entrepreneurs, and musicians among others.
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The transformation of the current society requires the educative system to change and accommodate. Fortunately, the educative system is progressively adapting the theory of multiple intelligence by changing the learning landscape ( Lai & Yap, 2016). The implications of adult learning and development are also strongly implicated by the theory. Many people feel that they do not make their optimal use of their capabilities at work. While some potentials are exploited others are ignored. However, the balance is not yet attained as not every school has embraced different IQ measures.
Despite having an interest in the traditional learning modules, I consider myself to be intrapersonal intelligent. This means that I might have a higher emotional intelligence ability when compared to other groups. People who are self-smart are able to understand their emotions and self-identity. They are able to identify their feelings and respond appropriately to different levels of their emotions ( Neto, da Conceição, Mullet & Furnham, 2017). For instance, they are able to walk away when they feel angry instead of fighting back to others. In the same way, I am able to control my emotions particularly when I quarrel or get angry at someone. At the same time, I am able to identify and easily recognize the heightened emotions of different individuals and react suitably. For instance, I would walk away when my parents get very upset with me in order to avoid an argument that may blow out of proportions. In the same way, I am to avoid fights and unnecessary arguments with my siblings even though I might get upset. As a result, I am often recognized as a mediator despite having no professional training.
On the other hand, the level of intrapersonal abilities has fostered and promoted good interpersonal relationships with others as well. I am able to interact well with different people by understanding their background and trying to fit in their space. My personal philosophy also aligns with the need to respect and value others regardless of the existing differences. In this case, intrapersonal abilities should be equally considered in IQ measuring techniques in learning institutions ( Neto, da Conceição, Mullet & Furnham, 2017) . Despite analytical skills being important and critical in almost every aspect of human life, the educational curriculum should not neglect other skills and capabilities.
References
Du Toit, P. H., Bothma, T., & De Boer, A. L. (2015). Activating whole brain® innovation: A means of nourishing multiple intelligence in higher education. TD: The Journal for Transdisciplinary Research in Southern Africa , 11 (2), 55-72.
Lai, H. Y., & Yap, S. L. (2016). Application of Multiple Intelligence Theory in the Assessment for Learning. In Assessment for Learning Within and Beyond the Classroom (pp. 427-436). Springer, Singapore.
Neto, F., da Conceição Pinto, M., Mullet, E., & Furnham, A. (2017). Estimates of lay views about reversal multiple intelligences for self and others: Sex and cross‐cultural comparisons. International Journal of Psychology , 52 (6), 436-444.
