Intelligence, defined strictly, is qualified as educational intelligence, but this is a definition I don’t necessarily accept. From my father and a shelterless man named Uriel, whom I met decades ago, I learned clearly that education is not a sign of intelligence. My father is an immigrant whose original language is not English and Uriel was completely illiterate. But beyond a dictionary definition, the referenced readings explore several types of intelligence, including emotional and cultural.
However, Brody (2000) does not explore those additional intelligences that we all possess. Instead, intelligence quotients (IQ) are explored a little more in depth, but thankfully differences that affect it are explored. General concepts of IQs are not questioned throughout the utilizing a description of averages throughout the population without acknowledging allowing for cultural differences amongst individuals. Like many other articles I have read recently, I find this to be the unspoken bias of the author. Additionally, Brody states that generational intelligence has increased, citing an example of a 20-year-old in 1900 and a 20-year-old in 1970, the latter having more intelligence than the former. Again, I question what Brody (2000) is defining as intellectual intelligence that is never defined other than an IQ test standard.