| The problem addressed in this theoretical study was that although current knowledge and research indicate clearly that intelligence can be raised in the regular classroom, there did not exist a model to guide teachers in doing so. The purpose of this study, then, was to construct a model which would guide teachers in adapting their instruction so that "teaching was thinking," or teaching to raise intelligence be deliberately addressed by the way existing subjects are taught, rather than (or in addition to) as a separate subject. In other words, the purpose of the study was to propose a model which would help teachers deliberately and systematically improve students' generic skills of intelligence in the course teaching normal curricular subjects--a way of teaching rather than a separate subject.;The first issue addressed is the historical context surrounding the debate over the construct of intelligence as alterable--that intelligence is not an immutable "amount," but the orchestration and use of malleable, teachable processes. Second, philosophic, psychological and educational foundations were laid and examined, and the model was proposed and discussed. Particular emphasis was given discussion of model theory, including the need for and structural parameters of academically honest models.;Third is the review and discussion of research and writing relating to the instructional attempts to raise intelligence. This review begins with seminal theoretical works, and progressing through to those with increasingly specific applications to actual instruction in the classroom. Fourth, the model was used to generate specific, substantive examples--lessons plans--of instructional strategies within various subjects. Although the content used is from elementary school curricula, the model is equally applicable to high school, college, or any other instructional area. Fifth and finally, the problems and promises inherent in the attempt to implement such a curricular effort were examined. |
