INTELLIGENCE

Underlying the work here is this minimalist definition of intelligence.

This definition is simple but not simplistic. It names a disposition rather than a domain-specific ability, so it does not compete with accounts such as "multiple intelligences"; and because none of the four criteria can be scored by a test, it cannot be reduced to academic ability either. When applied in educational design as a global principle, it lets teachers and learners be who they are, participate fully, and create together in the educational process.