Dimensions of Practical Intelligence Amongst the Bafut People, North West Region of Cameroon
Abstract
Most teachers concentrate only on test as a tool for assessing intelligence. This dimension is perceived as rather not holistic; thus exerting a dysfunctional consequence on the learner’s real-life output. It seems these teachers do not have an awareness of the importance of practical intelligence. Their conceptualization of childhood makes matters even worst. A more engraved problem is that they are not even aware that practical intelligence varies from one culture to another and thus this makes it difficult for teachers to implement appropriate teaching and assessment tools that enhance practical intelligence abilities in schools. Realizing this, the government designed a new curriculum for nursery and primary schools in Cameroon which took effect from September 3rd 2018. With this, there is the need for teachers to develop ways of boosting children’s abilities for survival in all environments. If things are not handled well, what is the way forward if children’s potentials or practical intelligence abilities are not exploited? So it is my concern that such important tools should not be neglected. The takeoff point is for teachers to have knowledge on how different culturessee, engage and give meaning to the concept of practical intelligence. In such a way, a well-structured schema would obtain that gives a leeway for an evaluation and grading system for learners who otherwise display strong competencies in acquisition of knowledge for survival in life.It is against this backdrop that the author carried out a study on Bafut people’s conceptualization of practical intelligence. This research raises key questions which when put in the right perspective, will surely carve a niche for the teaching and assessment of practical intelligence abilities in the conventional education system.
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