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Rethinking Intelligence: A Radical New Understanding of Our Human Potential
A genetics expert and professor challenges our understanding of intelligence, explaining what it truly means to be "smart," why conventional assessments are misleading, and what everyone can do to optimize their potential.
Growing up in middle-class suburban Los Angeles in the 1980s, Rina Bliss was saw intelligence as her ticket out. Like height and stature, intelligence was said to run in families. The prevailing idea was that mental capacity was determined by our DNA and could be measured; a simple IQ test could predict a child's future.
Yet, once Dr. Bliss looked closer, first as a student, then as a scientist, and later as a mom of identical twins who share a genome, she began to challenge conventional wisdom about innate intelligence. In Rethinking Intelligence, she shares her findings, drawing on cutting-edge scientific research to offer a new model for how we understand, define, and assess intelligence, using a measurement that is far more flexible and expansive.
Intelligence has little to do with standardized test results or other conventional measures of intellect, Dr. Bliss argues. Intelligence is a process, a journey defined by change that cannot be scored or taken away. Intelligence is influenced by our surroundings in ways that are often overlooked--more than Baby Mozart or flash cards or superfoods, factors like stress, connection, and play actually sculpt young minds.
In Rethinking Intelligence, Dr. Bliss shares insights from the burgeoning science of epigenetics to help us harness our environments to empower our minds. If we truly want to nurture potential, we must eliminate toxic stress so that our genes can work optimally, in harmony with our environment. Dr. Bliss offers successful strategies we can use as individuals and a society, including embracing a growth mindset, prioritizing connection, becoming more mindful, and reforming systemic issues--poverty, racism, the lack of quality early childhood education--that have a negative and lasting neurobiological impact.
Joining acclaimed works by Carol Dweck, Amy Cuddy, and James Clear, Rethinking Intelligence reframes human behavior and intellect, offering a new perspective for understanding ourselves and our children, and the practical tools necessary to thrive.
Growing up in middle-class suburban Los Angeles in the 1980s, Rina Bliss was saw intelligence as her ticket out. Like height and stature, intelligence was said to run in families. The prevailing idea was that mental capacity was determined by our DNA and could be measured; a simple IQ test could predict a child's future.
Yet, once Dr. Bliss looked closer, first as a student, then as a scientist, and later as a mom of identical twins who share a genome, she began to challenge conventional wisdom about innate intelligence. In Rethinking Intelligence, she shares her findings, drawing on cutting-edge scientific research to offer a new model for how we understand, define, and assess intelligence, using a measurement that is far more flexible and expansive.
Intelligence has little to do with standardized test results or other conventional measures of intellect, Dr. Bliss argues. Intelligence is a process, a journey defined by change that cannot be scored or taken away. Intelligence is influenced by our surroundings in ways that are often overlooked--more than Baby Mozart or flash cards or superfoods, factors like stress, connection, and play actually sculpt young minds.
In Rethinking Intelligence, Dr. Bliss shares insights from the burgeoning science of epigenetics to help us harness our environments to empower our minds. If we truly want to nurture potential, we must eliminate toxic stress so that our genes can work optimally, in harmony with our environment. Dr. Bliss offers successful strategies we can use as individuals and a society, including embracing a growth mindset, prioritizing connection, becoming more mindful, and reforming systemic issues--poverty, racism, the lack of quality early childhood education--that have a negative and lasting neurobiological impact.
Joining acclaimed works by Carol Dweck, Amy Cuddy, and James Clear, Rethinking Intelligence reframes human behavior and intellect, offering a new perspective for understanding ourselves and our children, and the practical tools necessary to thrive.
1 pages, Audio CD
Published April 11, 2023
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Displaying 1 - 19 of 19 reviews
February 4, 2025
3/5 Stars.
Definitely an gripping concept on the thoughts and processes of changing one’s life and grasping a persons full potential, but the simplistic idea of fully changing your life for the better has some unrealistic expectations and standards to it.
Still an interesting read though.
Definitely an gripping concept on the thoughts and processes of changing one’s life and grasping a persons full potential, but the simplistic idea of fully changing your life for the better has some unrealistic expectations and standards to it.
Still an interesting read though.
September 5, 2024
I learned a lot about the origin of IQ testing while reading this book. Other parts, such as the growth mindset, society's relationship with intelligence, and how this plays out in school systems, were all familiar to me before reading this book.
May 30, 2023
This was very well researched, but I couldn’t get myself into the book or take any personal interest in it. Maybe I’ll reread at some point and enjoy it more
January 10, 2024
2.5 stars. I am not sure who is the intended audience of this book. I found it by chance at a bookstore and was intrigued by the inside jacket summary.
As a school psychologist, I am more than open to critiques of our current special education system and was excited to read Dr. Bliss's perspective and learn from her expertise. I do agree with most of her points. I appreciate discussion of growth mindset and the negative impacts of stress on the brain. The referencing of neuroscience studies are insightful as that is not my area of expertise. (I do however have expertise in special education which is heavily discussed in this book). I did struggle to find real solutions for public education.
Particularly in Chapter 9, Dr. Bliss wonders why we would use IQ tests in schools when we could just "directly test" in the area of concern, and lists memory (short- and long-term) or visuo-spatial ability as examples. She says we have tests that directly test these abilities and we should use these instead. This is quite literally what my cognitive tests are measuring! I regularly assess crystallized intelligence, short-term memory, long-term memory, visual-spatial processing, cognitive processing speed, fluid reasoning, phonological processing etc. And while yes, these tests will yield an overall "IQ" score, what is most meaningful to us as special educators are the composite scores that can highlight individual strengths and weaknesses. We do not make decisions based off one score only (enter: years of graduate training, professional judgment, and data-based decision making from your local school psychologists, SLPs, and special education teachers). I say all this as someone who DOES criticize the wide use of IQ testing in education!
On the very next page, Dr. Bliss says that schools use IQ tests only because they are "cheap and convenient," "they do not require that an expert administer the test," and "they most certainly do not require one-on-one interaction." Which tests are we talking about here? All of my assessment work is done in a 1-1 setting. The tools aren't cheap and it easily takes over an hour to complete a full cognitive battery on one elementary student. to. As far as the "no expert required," I really don't know what to say. Are we only talking about "screeners" like the COGAT, are we only talking about state-mandated standardized tests (these are achievement tests, not cognitive)? In much of the book she is referring to IQ tests being used for special education identification--these are all done in a 1-1 setting by trained professionals. I am also wondering if in some sections of this book, "IQ tests" and "standardized tests" are used (mistakenly) interchangeably.
I am not writing all this to defend the use of cognitive testing at a large scale, but to defend the special educators working within the confines of our state and federal regulations. This book, in many places, seems to suggest that we make decisions for students based off a singular score given at one point in time, and for those of us really working in the school buildings, we know that is not the case.
Again, I picked up this book because I am very eager to learn about alternative ways of measuring intelligence and how new research can inform the future of special education. I continue to be open to these discussions. However, I think we can do so without insulting our current public educators, our expertise and credentials, and our fight for a better public ed system for the future.
As a school psychologist, I am more than open to critiques of our current special education system and was excited to read Dr. Bliss's perspective and learn from her expertise. I do agree with most of her points. I appreciate discussion of growth mindset and the negative impacts of stress on the brain. The referencing of neuroscience studies are insightful as that is not my area of expertise. (I do however have expertise in special education which is heavily discussed in this book). I did struggle to find real solutions for public education.
Particularly in Chapter 9, Dr. Bliss wonders why we would use IQ tests in schools when we could just "directly test" in the area of concern, and lists memory (short- and long-term) or visuo-spatial ability as examples. She says we have tests that directly test these abilities and we should use these instead. This is quite literally what my cognitive tests are measuring! I regularly assess crystallized intelligence, short-term memory, long-term memory, visual-spatial processing, cognitive processing speed, fluid reasoning, phonological processing etc. And while yes, these tests will yield an overall "IQ" score, what is most meaningful to us as special educators are the composite scores that can highlight individual strengths and weaknesses. We do not make decisions based off one score only (enter: years of graduate training, professional judgment, and data-based decision making from your local school psychologists, SLPs, and special education teachers). I say all this as someone who DOES criticize the wide use of IQ testing in education!
On the very next page, Dr. Bliss says that schools use IQ tests only because they are "cheap and convenient," "they do not require that an expert administer the test," and "they most certainly do not require one-on-one interaction." Which tests are we talking about here? All of my assessment work is done in a 1-1 setting. The tools aren't cheap and it easily takes over an hour to complete a full cognitive battery on one elementary student. to. As far as the "no expert required," I really don't know what to say. Are we only talking about "screeners" like the COGAT, are we only talking about state-mandated standardized tests (these are achievement tests, not cognitive)? In much of the book she is referring to IQ tests being used for special education identification--these are all done in a 1-1 setting by trained professionals. I am also wondering if in some sections of this book, "IQ tests" and "standardized tests" are used (mistakenly) interchangeably.
I am not writing all this to defend the use of cognitive testing at a large scale, but to defend the special educators working within the confines of our state and federal regulations. This book, in many places, seems to suggest that we make decisions for students based off a singular score given at one point in time, and for those of us really working in the school buildings, we know that is not the case.
Again, I picked up this book because I am very eager to learn about alternative ways of measuring intelligence and how new research can inform the future of special education. I continue to be open to these discussions. However, I think we can do so without insulting our current public educators, our expertise and credentials, and our fight for a better public ed system for the future.
April 15, 2023
3.5⭐️ rounded down.
I felt my ⭐️⭐️⭐️ rating warranted some explanation.
A quick read. Although this book is focused on intelligence and the education system, quite a bit of the content is based on one’s environment and developing mindfulness. Had I not previously read Under the Skin or The Myth of Normal, I probably would have rated it higher.
The first part goes into the background of standardized tests and gets a little long in the tooth. Dr. Bliss’ strongest point of the book was related to reducing stress and anxiety with students and I wish she would have expanded on this.
I would still recommend this to others to read, especially if they have not read any books on mindfulness or the impact on how one’s environment has implications to one’s development.
I felt my ⭐️⭐️⭐️ rating warranted some explanation.
A quick read. Although this book is focused on intelligence and the education system, quite a bit of the content is based on one’s environment and developing mindfulness. Had I not previously read Under the Skin or The Myth of Normal, I probably would have rated it higher.
The first part goes into the background of standardized tests and gets a little long in the tooth. Dr. Bliss’ strongest point of the book was related to reducing stress and anxiety with students and I wish she would have expanded on this.
I would still recommend this to others to read, especially if they have not read any books on mindfulness or the impact on how one’s environment has implications to one’s development.
May 23, 2023
This book should have been a newspaper article and nothing more as it offers nothing new to the already ripe conversation on how to more equitably define intelligence.
May 23, 2023
Intelligence, like God, is one of those words that have different meanings to different people. Rina Bliss identifies a harmful error in how the term is commonly used as a static, innate quality that determines much of your life to come. After this critique I expected her to drop her "radical" and "new" definition of intelligence. There was none. Instead she simply highlighted the many facets of intelligence. While she might have tried to show her idea of intelligence being vague, mysterious, and less important, I saw nothing radical nor new in this treatment. The problem of intelligence and the message of this book is practically a liberal cliché. "You are not a number. You can do anything you just set your mind to."
The rest of the book is spent stepwise reinforcing this idea, by the subpoints:
1. IQ doesn't measure what we think it does. There are other, much more accurate tests for whatever we want to measure.
2. Intelligence is defined as "our ability to learn from our environments, and as being aware of opportunities to learn." We must thus adopt a growth mindset and be ready to learn from the world around us.
3. Our environments impact our intelligence. That's why the Flynn effect exists.
4. Expectations affect performance, as is shown in the Rosenthal effect
5. Meditation is a good method for reducing stress, increasing focus and becoming more intelligent
6. We learn better by cooperating, interacting with the real world, and figure things out ourselves
While I definitely approve of these messages, the way they are put forward is rather simplistically. In comparison to Behave by Robert Sapolsky and The Goodness Paradox by Richard Wrangham, there is very little respect for counterarguments of whatever Bliss is suggesting.
The book ends with propositions on how to change the school. Again, the "everyone is unique" idea dominates as Bliss argues for completely personalised education. No one learns in the same way, she says. IQ tests are simply used because they are simple and cheap, and labels such as mental retardation, and disorderly behaviour puts the school system before the humans. While I liked the ideas in the middle part of the book, my general appreciation declined a lot after the complete omission of cost analysis. Of course the school focuses on standardised tests and order. It's too expensive otherwise.
In the end, what I'm left with is not a radical new understanding of human potential, but the liberal Disney-cliché of "you have the power to do whatever you set your mind to" in combination with the leftist "schools and economic systems neglect and oppress individuals." A very misleading subtitle if you ask me.
The rest of the book is spent stepwise reinforcing this idea, by the subpoints:
1. IQ doesn't measure what we think it does. There are other, much more accurate tests for whatever we want to measure.
2. Intelligence is defined as "our ability to learn from our environments, and as being aware of opportunities to learn." We must thus adopt a growth mindset and be ready to learn from the world around us.
3. Our environments impact our intelligence. That's why the Flynn effect exists.
4. Expectations affect performance, as is shown in the Rosenthal effect
5. Meditation is a good method for reducing stress, increasing focus and becoming more intelligent
6. We learn better by cooperating, interacting with the real world, and figure things out ourselves
While I definitely approve of these messages, the way they are put forward is rather simplistically. In comparison to Behave by Robert Sapolsky and The Goodness Paradox by Richard Wrangham, there is very little respect for counterarguments of whatever Bliss is suggesting.
The book ends with propositions on how to change the school. Again, the "everyone is unique" idea dominates as Bliss argues for completely personalised education. No one learns in the same way, she says. IQ tests are simply used because they are simple and cheap, and labels such as mental retardation, and disorderly behaviour puts the school system before the humans. While I liked the ideas in the middle part of the book, my general appreciation declined a lot after the complete omission of cost analysis. Of course the school focuses on standardised tests and order. It's too expensive otherwise.
In the end, what I'm left with is not a radical new understanding of human potential, but the liberal Disney-cliché of "you have the power to do whatever you set your mind to" in combination with the leftist "schools and economic systems neglect and oppress individuals." A very misleading subtitle if you ask me.
July 10, 2023
Rating: 9.5/10 **top 10 of 2023**
Duration: 1 day
Book Overview:
In her book Rethinking Intelligence, genetics expert Dr.Rina Bliss redefines what it means to be intelligent. Through the lens of Genetics (the study of genes and heredity), Bliss introduces a new intelligence paradigm.
According to Bliss's argument, intelligence is not fixed; it is not confined to a select few's DNA or quantifiable solely through standardized testing. Instead, intelligence is a journey and a process that can be nurtured in the right environment.
Likes:
1. Writing: Dr.Rina Bliss is a great writer. Despite the intricate concepts explored, Bliss does an incredible job of explaining her research and ideas, making the book an easy and enjoyable read.
2. Unique approach: Bliss's approach to exploring intelligence is through the lens of Genetics, the study of genes and heredity. In my experience, most books on intelligence focus solely on neuroscience research. Although Bliss does incorporate neuroscience research into her argument, the foundation of her ideas is based on genetics research. By delving into topics like epigenetics, Bliss emphasizes the significant influence genetics can have on our intellectual capacity.
Dislikes:
1. Bliss claims that her new intelligence model is radical but I disagree. Given the amount of emerging research on neuroplasticity, epigenetics, and behavior/mindsets, for the most part, people have a general idea that intelligence isn't fixed or linear and can be nurtured.
Notes:
> Our DNA is set but recent studies show that based on our environment (who we hang out with, what we consume, beliefs about ourselves, etc) we can up or downregulate our genes to change their expression.
> Stress can harmfully impact our ability to learn (affects our genetic expression negatively)
> Our brains are plastic, meaning that they are constantly growing and evolving as we learn and experience things.
> Connection, whether it's with others or ourselves, can help us become better learners. In other words, you learn better with hands-on experience, especially those shared with others.
Duration: 1 day
Book Overview:
In her book Rethinking Intelligence, genetics expert Dr.Rina Bliss redefines what it means to be intelligent. Through the lens of Genetics (the study of genes and heredity), Bliss introduces a new intelligence paradigm.
According to Bliss's argument, intelligence is not fixed; it is not confined to a select few's DNA or quantifiable solely through standardized testing. Instead, intelligence is a journey and a process that can be nurtured in the right environment.
Likes:
1. Writing: Dr.Rina Bliss is a great writer. Despite the intricate concepts explored, Bliss does an incredible job of explaining her research and ideas, making the book an easy and enjoyable read.
2. Unique approach: Bliss's approach to exploring intelligence is through the lens of Genetics, the study of genes and heredity. In my experience, most books on intelligence focus solely on neuroscience research. Although Bliss does incorporate neuroscience research into her argument, the foundation of her ideas is based on genetics research. By delving into topics like epigenetics, Bliss emphasizes the significant influence genetics can have on our intellectual capacity.
Dislikes:
1. Bliss claims that her new intelligence model is radical but I disagree. Given the amount of emerging research on neuroplasticity, epigenetics, and behavior/mindsets, for the most part, people have a general idea that intelligence isn't fixed or linear and can be nurtured.
Notes:
> Our DNA is set but recent studies show that based on our environment (who we hang out with, what we consume, beliefs about ourselves, etc) we can up or downregulate our genes to change their expression.
> Stress can harmfully impact our ability to learn (affects our genetic expression negatively)
> Our brains are plastic, meaning that they are constantly growing and evolving as we learn and experience things.
> Connection, whether it's with others or ourselves, can help us become better learners. In other words, you learn better with hands-on experience, especially those shared with others.
June 8, 2024
I listened to the unabridged 6-hour audio version of this title (read by Samantha Tan, Harper Audio, 2023).
The nature of intelligence has been debated for centuries, with the debate intensity picking up in recent decades, as we began struggling to define artificial intelligence. For a long time, the test-based intelligence quotient (IQ) was accepted and used to "measure" intelligence, with the results used to predict a child's future and to plan his/her course of studies and career options. Bliss, a genetics expert and member of the faculty at Rutgers University, adds fuel to the fire that debunked the primacy of IQ tests and the innate nature of intelligence.
She presents her ideas in 9 numbered chapters, sandwiched between introductory and concluding chapters. Chapters 1-4 constitute Part I, Understanding Intelligence (Thinking intelligence; Understanding IQ; The nature of Intelligence; Nurturing intelligence). Chapters 5-7 comprise Part II, Nurturing Intelligence (The growth mindset; From mind to mindful; Learning to connect). Chapters 8-9 of Part III are about Valuing Intelligence (Getting smarter as a society; Seeing value in us all).
Relating her challenging family life, with a chronically overworked mom and a perpetually overdosed dad, Bliss tells us that, as a part-Asian student, being perceived as a superior intellect was her ticket out of trouble. "Even for a 'smart kid' like me, the pressure to perform was overwhelming. I was tormented by the fear that I wouldn't measure up."
Sharing insights from the burgeoning science of epigenetics, Bliss helps us harness our environments to empower our minds. One key is eliminating toxic stress. Other factors include embracing a growth mindset, prioritizing connection, becoming more mindful, and reforming systemic issues such as poverty, racism, the lack of quality early childhood education. Bliss reframes human behavior and intellect, offering a new perspective for understanding ourselves and our children.
The nature of intelligence has been debated for centuries, with the debate intensity picking up in recent decades, as we began struggling to define artificial intelligence. For a long time, the test-based intelligence quotient (IQ) was accepted and used to "measure" intelligence, with the results used to predict a child's future and to plan his/her course of studies and career options. Bliss, a genetics expert and member of the faculty at Rutgers University, adds fuel to the fire that debunked the primacy of IQ tests and the innate nature of intelligence.
She presents her ideas in 9 numbered chapters, sandwiched between introductory and concluding chapters. Chapters 1-4 constitute Part I, Understanding Intelligence (Thinking intelligence; Understanding IQ; The nature of Intelligence; Nurturing intelligence). Chapters 5-7 comprise Part II, Nurturing Intelligence (The growth mindset; From mind to mindful; Learning to connect). Chapters 8-9 of Part III are about Valuing Intelligence (Getting smarter as a society; Seeing value in us all).
Relating her challenging family life, with a chronically overworked mom and a perpetually overdosed dad, Bliss tells us that, as a part-Asian student, being perceived as a superior intellect was her ticket out of trouble. "Even for a 'smart kid' like me, the pressure to perform was overwhelming. I was tormented by the fear that I wouldn't measure up."
Sharing insights from the burgeoning science of epigenetics, Bliss helps us harness our environments to empower our minds. One key is eliminating toxic stress. Other factors include embracing a growth mindset, prioritizing connection, becoming more mindful, and reforming systemic issues such as poverty, racism, the lack of quality early childhood education. Bliss reframes human behavior and intellect, offering a new perspective for understanding ourselves and our children.
August 27, 2023
Hold on, this book was FANTASTIC until chapter 9. I was going to propose this book for a school psychologist book study (I’m a school psychologist too)…until I read chapter 9. It’s not her condemnation of IQ tests that got me (I’m with her on that, which is why I picked up the book), but her misunderstanding of why/how they’re administered in education based on regulations which vastly vary by district/state. The information in this chapter was wildly incorrect.
How can she claim that IQ tests are the gatekeepers of intellectual disability without mentioning adaptive measures ONCE? Or how Response to Intervention has eliminated the use of IQ tests in many states for the identification of learning disabilities? Don’t get me wrong, I want to erase IQ from the education system as well, but her misunderstanding of how state/fed regulations guide the use of cognitive assessments (not educators and whether or not they’re “incentivized” to use alternatives…?) was insulting and incorrect.
Please, please just talk to a school psychologist and redo this chapter. It’s painful to read and embarrassing for the author 😭 The rest of the book is so spot on!
How can she claim that IQ tests are the gatekeepers of intellectual disability without mentioning adaptive measures ONCE? Or how Response to Intervention has eliminated the use of IQ tests in many states for the identification of learning disabilities? Don’t get me wrong, I want to erase IQ from the education system as well, but her misunderstanding of how state/fed regulations guide the use of cognitive assessments (not educators and whether or not they’re “incentivized” to use alternatives…?) was insulting and incorrect.
Please, please just talk to a school psychologist and redo this chapter. It’s painful to read and embarrassing for the author 😭 The rest of the book is so spot on!
October 1, 2024
Rethinking Intelligence offers some engaging topics, such as the history and use of IQ tests, the importance of fostering a growth mindset over a fixed one, and concepts like mindfulness and connected learning. These ideas are certainly relevant, and while some may already feel like common sense, they remain important in discussions about improving education—especially in contexts like the U.S. school system, which seems to lag behind in adopting these principles.
However, despite its promising premise, the book didn’t quite deliver on the “radical new understanding” promised by the subtitle. It may have been more impactful if presented as a series of blog posts or magazine articles, where these concepts could be explored in shorter, more focused pieces.
In the end, while Rethinking Intelligence brings some important issues to the table, it doesn’t break new ground in the way I had hoped.
Thanks for sending a free Advanced Reader Copy for review.
However, despite its promising premise, the book didn’t quite deliver on the “radical new understanding” promised by the subtitle. It may have been more impactful if presented as a series of blog posts or magazine articles, where these concepts could be explored in shorter, more focused pieces.
In the end, while Rethinking Intelligence brings some important issues to the table, it doesn’t break new ground in the way I had hoped.
Thanks for sending a free Advanced Reader Copy for review.
Read
June 11, 2023If reader is short on time, read the last chapter first.
If really short on time, read the first 3 paragraphs of the last chapter :
"When I was a kid, I believed that my academic and test performance summed up my ability. I was no more than a score .... Today my understanding of and relationship to intelligence is far more complex ...innate, essential yet malleable, improvable and plastic. It is relational and interdependent".
This short account carries the author's journey (and pitfalls) in her adolescent/ academic journey, with some broad research added on. Gives a good account on why we need to look beyond IQs and testing. Awareness is equally important or more important than a high IQ.Quality relationships will allow a mind to thrive.
If really short on time, read the first 3 paragraphs of the last chapter :
"When I was a kid, I believed that my academic and test performance summed up my ability. I was no more than a score .... Today my understanding of and relationship to intelligence is far more complex ...innate, essential yet malleable, improvable and plastic. It is relational and interdependent".
This short account carries the author's journey (and pitfalls) in her adolescent/ academic journey, with some broad research added on. Gives a good account on why we need to look beyond IQs and testing. Awareness is equally important or more important than a high IQ.Quality relationships will allow a mind to thrive.
May 10, 2023
The definition and testing of intelligence is still a hotly debated topic today. Rina Bliss tackles this in the first part of the book. She unpacks the issues with measuring IQ as well as how nature and nurture factor into it.
In the second part of the book, she dives into three ways of optimizing intelligence: having a growth mindset, mindfulness and connected learning.
The final part of the book looks into systemic issues affecting the cultivation of intelligence. She argues for the reimagination of intelligence in terms of active, ongoing, limitless awareness.
An easy read providing alternative approaches that don't handicap the underprivileged.
In the second part of the book, she dives into three ways of optimizing intelligence: having a growth mindset, mindfulness and connected learning.
The final part of the book looks into systemic issues affecting the cultivation of intelligence. She argues for the reimagination of intelligence in terms of active, ongoing, limitless awareness.
An easy read providing alternative approaches that don't handicap the underprivileged.
September 10, 2024
This book provides a radical new understanding of the vast intellectual human potential that can be captured by embracing an expansive approach to unlocking our human brain potential. It is a deeply researched and personal look at the mistaken investment in IQ metrics as an accurate measure of human value. The author debunks the restrictions of intelligence tests that limit our educational and career opportunities. This book has immense value for parents, educators, policy makers, and business leaders.
December 8, 2024
I really enjoyed this book. Had it not been for my familiarity with many of the sources referenced by the author this would certainly be a 5 star review. That being said, I teach a student success course at a community college and I would recommend this to every student who walked through the door. Similarly, this would be a wonderful read for pre-service educators or as a professional development read at the onset of the school year.
June 17, 2023
The author covered the history of how IQ was perceived (incorrectly) based on IQ tests, also pointed out intelligence not genetic based. It also pointed out that environmental effects since birth throughout life time will affect how one's intelligence became, plus other means like mindfulness behaviour to help nurture our mind and the brain's plasticity.
February 4, 2025
Good update on the wide range of intelligences, and why everything that Trump is now doing in the US is so antithetical to these findings, and will be be so detrimental to anyone not white,(and ultimately to the health and well being of the US in the future!).
March 22, 2025
A lot about iq tests in the early years when schools used them for placement. Very helpful in understanding the educational system.
June 14, 2023
Good insight on smarts. The ability to see into and see around circumstances is a growth mindset. She points to other factors as well.
Displaying 1 - 19 of 19 reviews