A COMPARATIVE ANALYSIS OF PRACTICAL INTELLIGENCE AND INTELLIGENCE QUOTIENT (IQ) IN AN EDUCATIONAL CONTEXT
A COMPARATIVE ANALYSIS OF PRACTICAL INTELLIGENCE AND INTELLIGENCE QUOTIENT (IQ) IN AN EDUCATIONAL CONTEXT

Summary/Abstract: Traditional educational systems are predominantly designed to develop and evaluate analytical (academic) intelligence, which is typically measured through standardized Intelligence Quotient (IQ) tests. However, the adaptive success of pupils and students, both within educational institutions and during their subsequent transition into the labor market, is heavily influenced by an alternative form of cognition: practical intelligence. Grounded in the theories of Robert Sternberg and Richard Wagner, this article analyzes the discrepancy between declarative (explicit) knowledge and tacit (non-declarative) knowledge, highlighting how the latter serves as a critical predictor of real-world performance. The paper explores the three dimensions of tacit knowledge applied within education: the self-management of cognitive resources, leading and influencing others in group dynamics, and the efficient completion of complex tasks. Furthermore, the study addresses the "illusion of competence" that frequently affects individuals with high IQs who lack practical intelligence, while also providing a critical perspective on the measurement limitations of this construct. The conclusions emphasize the necessity of reshaping pedagogical strategies by integrating cognitive apprenticeship and ill-structured problems, aiming to better prepare graduates for the multifaceted demands of contemporary society.

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