Essay On Sternberg's Triarchic Theory

According to Gardner (1983), intelligence can be defined as the ability to solve problems and to create products that are valuable in more than one cultural setting. Intelligence can be defined in many forms. Intelligence differs from person to person depending on their understanding of intelligence. This is evident from different theorist who have their own opinion of intelligence and their own theory on the subject. Sternberg (1985), defined intelligence as a “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life”. Which means that intelligence is based on how well an individual deals with environmental change over their lifespan. In this essay I will explain, discuss, and demonstrate the theories relevance to teaching. Sternberg’s Triarchic Theory includes three sub theories. The three interrelated sub theories are analytical,

This theory has since been revised by Sternberg himself (Sternberg, Kaufman and Grigorenko, 2009). The theory has been embraced and supported around the world due to its humanistic approach to acknowledging each individual student. Numerous teachers claim to use this theory as the fundamental framework in their pedagogy. The theory has been widely criticized too. Arguments have been made that there is not enough evidence to support the theory and most of the evidence is based on Gardner’s observations. It is also said that the theory has no value in the class, due to the lack of evidence (Education.com, 2009). In my opinion I think the theory is relevant to teachers. It explains the different types of learners and their needs. Perhaps as far as psychological theories go it has too many flaws to be considered a good theory. Although I personally believe it has a place in every classroom globally, as Sternberg made many relevant points to consider when