Abstract: INTELLIGENCE AND EDUCATION The fields of intelligence and education are so intimately bound together that it would be impossible to understand intelligence without knowing about its relation to education. Quite literally, intelligence is the child of education, because the field of intelligence testing was born from the need to develop a test that would predict children's school success (Wolf, 1973). The thesis of this chapter is that the field of education has been instrumental in challenging psychologists to develop more authentic theories of individual differences in intellectual ability and that the emerging cognitive theories of intelligence can be instrumental in reforming educational practice. In short, the study of intelligence and education provides an example of the fruitful interaction between the practical demands of educators and the basic research focus of cognitive scientists. The first section of this chapter reviews education's contributions to the study of intelligence, and the second section reviews the study of intelligence's contributions to education. EDUCATION'S CONTRIBUTIONS TO THE STUDY OF INTELLIGENCE The historical connection between intelligence and education is no accident. As mandatory public education became commonplace by the late 1800s, educators were confronted with an overwhelming observation: Students of the same chronological age displayed a range of individual differences in intellectual ability. Like other advances in psychological theory, the study of intelligence has been motivated by the practical problems of education (Mayer, 1992). In this case, the practical pedagogic problem of how to address the needs of individual students touched off a worldwide search for an “instrument to differentiate children and adolescents on the basis on their ability to learn” (Wolf, 1973, p. 139).

Abstract: The Teaching Intelligence Project is the first installment in what Intelligence and National Security intends to be a regular feature of the journal. The impetus for the project came from two desires: first, to provide an international overview of the classes taught on the history of intelligence; and second, to provide an opportunity for those teaching about intelligence to exchange ideas with each other. Forty-six instructors from nine countries submitted their classes for inclusion in the project. The list is not complete by any means, but rather represents a collection of scholars willing to share information about their classes and teaching philosophy. The list reveals a variety of different approaches to teaching about the history and practice of intelligence. While some courses explore intelligence methods in the ancient world, an overwhelming majority of classes examine the modern intelligence community and its role in policy making, particularly during World War II and the Cold War. The exploits of the American intelligence community receive heavy coverage, but, at the same time, many courses use a comparative approach to explore the strengths and weaknesses of national intelligence efforts. The influence of popular culture in shaping common (mis)perceptions about the intelligence craft is also incorporated into courses through the use of films and novels. Discussions, case studies, research papers, and the writing of intelligence estimates are common class assignments. Some courses also have students use online resources to conduct open-source intelligence gathering exercises. The journal hopes that the Teaching Intelligence Project will spark ideas for updating tried-and-true classes, generate ideas for new courses, and give those of you contemplating teaching a class on intelligence for the first time a place to begin. Submissions for the project were solicited on H-Net listservs (www.hnet.msu.edu), by correspondence, and word-of-mouth. The contact information and class descriptions were provided by the instructors themselves and are subject to change. Any additions or amendments to the list will be gratefully received. They can be sent to Meredith Hindley, Department of History, American University, 4000 Massachusetts Avenue, NW, Washington, DC 20003, E-mail: mhindley@iname.com

Abstract: Contents: Preface. Part I: Introduction. The Age of Intelligence. Part II: What Is Intelligence? Psychometric Models. Information-Processing Models. Emergent Models. A Model of Learnable Intelligence. Part III: Can Intelligence Be Learned? Genetics and the Plasticity of Intelligence. The Race Question. Intelligence and Experience. Interventions That Enhance Intelligence. Part IV: Learnable Intelligence and Society. Cultivating Intelligence. Prospects for an Intelligent World.

Abstract: The term social intelligence was first used by Dewey (1909) and Lull (1911) but the modern concept has its origins in Thorndike’s (1920) division of intelligence into three facets pertaining to the ability to understand and manage ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). In Thorndike’s classic formulation: “By social intelligence is meant the ability to understand and manage men and women, boys and girls – to act wisely in human relations” (p. 228). Similarly, Moss and Hunt (1927) defined social intelligence as the “ability to get along with others” (p. 108). Vernon (1933) provided the most wide-ranging definition of social intelligence as the “ability to get along with people in general, social technique or ease in society, knowledge of social matters, susceptibility to stimuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers” (p. 44). By contrast, Wechsler (1939) gave scant attention to social intelligence in the development of the Wechsler Adult Intelligence Scale (WAIS). He did acknowledge that the Picture Arrangement subtest of the WAIS might serve as a measure of social intelligence because it assesses the individual’s ability to comprehend social situations (Campbell & McCord, 1996). In Wechsler’s (1958) view, however, “social intelligence is just general intelligence applied to social situations” (p. 75). This dismissal was repeated in Matarazzo’s (1972, p. 209) fifth and final edition of Wechsler’s monograph, in which social intelligence dropped out as an index term.