ScholarWorks@숙명여자대학교

초록

The purpose of this paper was to review a triarchic theory of successful intelligence proposed by R. Sternberg and to discuss its implications for education. The paper was largely divided into three parts. The first part, on the nature of the triarchic theory, consisted of two sections. In the first section, the basic nature of three broad abilities (analytical, creative, and practical abilities) that comprise the triarchic theory was presented and then a dozen of the main differences between successful intelligence view and conventional IQ-based view were offered to make distinctive features of the triarchic theory clear. In the second section, several major controversies on successful intelligence were discussed, such as the extension of concept of intelligence, relationships among three abilities, and relationships between practical intelligence and psychometric g. The second part, on the implications of the triarchic theory for education, dealt with 12 principles of instruction and assessment for successful intelligence provided by Sternberg. The third part, as a conclusion, contained both positive and negative evaluation for the triarchic theory of successful intelligence.

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