For us to denote the nature of intelligence, we should dwell upon what it means. The concept of intelligence has been explored by different disciplines and scientific movements since many years ago. Despite this, even today, that noble experimental research has been conducted and different theories have appeared around the meaning of intelligence, it is almost impossible for the majority of scientists to consent to a definition about such an abstract notion. Even a traditional determination of the intelligence as the capacity of mental development through experience is conditionally accepted. For me, intelligence is the ability to think, reason and understand instead of doing things automatically or by instinct. So, all theories agree that intelligence is the ability of the human mind.
Moreover, intelligence is not fixed at birth as well as it does not deteriorate with age. It can, and should be developed throughout life from childhood to old age. Naturally, the question is how to develop these skills. Of course, increasing our knowledge in a particular area, we develop our intellectual abilities. Day after day, acquiring new information, we analyze it, make certain conclusions, thereby increasing our level of intelligence.
Phoebe Child once said, “Thought is his human birthright, all education aims at helping the individual to think clearly about them instead of half-knowing things all in a muddle.” With this, whether we believe that intelligence is genetic or produced by environment, we have to further it by education. Intelligence is built upon by experiences and thought processes.
Sensorial impressions of child's environment are not the same as sensorial education. Impressions are feelings and not an intellectual building block. The human mind needs information to discriminate and appreciate its culture, art, music, poetry, reading and all aspects of the environment. Maria Montessori believed in a necessary relationship between children and their...