In which way are we intelligent? Results for thinking about education

Saying that someone is more intelligent than another or deciding who is intelligent are issues that have turned into repeated debates both by specialists and laypersons in the absence of agreement in finding a definition that includes the diversity of qualities that commonly define intelligence or being intelligent. The fact that we have different cognitive capabilities compels us to consider them in educational proposals and to develop them in students respecting their individual differences. The present study analyses the intellectual profile of secondary school students and the contexts that promote different cognitive capabilities. The research study is divided into two phases. The first phase seeks to show the diversity of intelligences that coexists in a particular group of secondary school students and their specific talents. The second phase has the purpose of revealing which contexts allow the development and expression of the potential of talented students. The results indicate that each student exhibits a unique intellectual profile. Furthermore, it was found that some extracurricular contexts and environments can act as catalysts for the development of cognitive, artistic and social abilities.