ABSTRACT
Questions about intelligence, how schools recognise it and what they do with that knowledge, has haunted the way educators teach and see the world. Are intellectual functions shaped more by environment or IQ? Where does character and temperament fit into the picture? Do IQ results have a shelf-life? Are all these things inter-related? This chapter considers the history and validity of IQ tests and sets those findings against the case for a greater emphasis on temperament and character. It also considers the ‘context’ and ‘jaggedness’ principles, and explores Duckworth’s concept of ‘grit’, Claxton’s work on ‘resilience’ and Dweck’s thoughts on a ‘growth mindset’ – and concludes with a list of things that can be said for sure about intelligence and character.
