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Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent

School of Arts and Sciences and a professor of psychology and education at Tufts University, Ballou Hall, 3rd Floor, Medford, MA 02155; robert.sternberg{at}tufts.edu. His research focuses on intelligence, creativity, wisdom, and leadership

In the United States as well as in much of the developed world, many of us tend to take for granted that children who do well on teacher-made and standardized tests are intelligent. But different cultures have different views of intelligence, so which children are considered intelligent may vary from one culture to another. Moreover, the acts that constitute intelligent behavior may vary from one culture to another. Whether teachers take into account the differences in conceptions of who is intelligent and who acts intelligently can also affect how well students learn. This article describes how culture influences what constitutes intelligence, intelligent acts, and intelligent teaching.

Key Words: context • culture • intelligence

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