LOGICAL-MATHEMATICAL INTELLIGENCE

In 1983 Barbara Mclintock won the Nobel Prize for physiology for her work in microbiology. While deductive reasoning is the hallmark of science, her story illustrates an aspect of mathematical intelligence less frequently recognized. As a researcher for Cornell University a particularly illuminating event occurred.

Howard Gardner writes, “In the 1920’s Barbara was faced with a problem: while theory predicted 50 percent pollen sterility in corn, her research assistant (in the “field”) was finding plants that were only 25 to 30 percent sterile. Disturbed by this discrepancy, McClintock left the cornfield and returned to her office where she sat for half an hour thinking.”

In Barbara’s words, “Suddenly, I jumped up and ran back to the field. At the top of the field I shouted, “Eureka, I have it! I know what the 30% sterility is! …"

Since the science department wanted her to write a mathematical proof for this discovery she sat down to write out the calculations. After a series of intricate steps written on a brown paper bag, the results of the equation matched the results she had arrived at instantaneously in the field.

Barbara puzzled over how it was that she actually ‘knew’ in an instant, the solution that required several minutes to work through as an equation. “Why was I so sure?” she asked.

One reason I have loved this example from Multiple Intelligences so much, is because it illustrates similar incidents with children in math class. For many of them, most often boys, any kind of writing is a laborious, loathed process. Yet on more than one occasion the child has called out the answer, which I would not have expected him or her to know without the written steps in an equation.

Gardner addresses this nearly instantaneous process that is little understood, and therefore almost never facilitated in schooling. “It is the archetype of ‘raw intelligence’ or the problem-solving faculty which cuts across domains.”

There is also a feeling aspect, which remains to be fully appreciated In the chapter titled, “The Way of Science”, in the book, Inevitable Grace, Ferrucci includes, analogy, chance and discipline, but also curiosity and a sense of wonder.

An example of the extraordinary genius that exhibits this full spectrum genius, is Nikola Tesla, who included yet another domain to logical-mathematical intelligence. He cared about humanity, and wished his discoveries to freely improve our lives. Yet more than once, the cunning intelligences of greed and self-interest stole the gifts of this magnanimous intelligence.

We are living through a detour in the human journey, during which our society discounts the value of emotive, evocative, ethical teach/learning in order to cut to the chase. In other words many are held spellbound by a “more, more, faster, faster, sooner, sooner” frenzy of academic info-shoveling and measuring.  

I was so happy when a student handed me an article by Adam Grant in the Dallas Morning News (Sunday, February 28). It’s titled, “Let kids learn to create”.

Many parents take high test scores and participation in A.P. courses as indicators of prodigious intelligence. They equate this superiority in academics with the superior future success that they crave for their child prodigies.

According to Dr. Grant, Professor of Management and Psychology of the University of Pennsylvania, this is simply not true. According to studies, such child prodigies are not the movers and shakers of the future. Though they may prosper financially, as adults they seldom make waves, or offer innovative solutions for their companies. They may perform masterpieces on the piano, but seldom create their own.

It’s time to look deep into the heart and soul of humanity; to reach beyond common goals of status and financial success, toward the potential for greatness that beckons toward higher aspirations, harbingers of true genius.