Sublime

Some of the most powerful thinking in the area of strategic intelligence has come from David Perkins.14 His work is particularly helpful in two crucial areas: defining what strategic (or reflective) intelligence actually is, and seeking to understand the mechanisms of ‘transfer’ that is, how something that had been learned in one context becomes av

intelligence is not one-dimensional,

curiosity, determination, resourcefulness, sociability and reflectiveness.

Pour améliorer les apprentissages à l’école, il faut désormais rassembler, faire converger, l’ensemble de ces approches fondées (i) sur l’enfant, son élan vital, ses actions, sa curiosité, ses capacités d’adaptation, sa logique interne de raisonnement (Montessori, Freinet, Decroly, Binet, Piaget), ainsi que le contexte social (Vygotski, Bruner, Ski

‘a multifaceted person has a greater chance of being a leader and of achieving success in leadership’.

Ce processus de personnalisation semble se répandre partout, sauf dans l’éducation, alors que c’est elle qui en a le besoin le plus urgent. Que supposerait la personnalisation dans l’éducation ? • Reconnaître que l’intelligence est diverse et présente de multiples facettes. • Permettre aux élèves d’exploiter leurs propres centres d’intérêt et point

In Roche’s studies of executives, the average number of mentors was two and among females it was three. Dean Keith Simonton explains: Prospective pupils should draw upon many mentors rather than just one. The same advice has been given in choice of models, and for the same reason. With many mentors on which to base their personal growth, talented y