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Good morning ladies and gentlemen. Welcome to

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my podcast series on discussing intelligence

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types and how we should properly measure intelligence

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among children among young adults. We are using,

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if you're following all the previous ones, the

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frames of mind, a work written by Howard Gardner,

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a psychologist with Harvard back in 1983. Later

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on we shall extend this to Vedic Astrology and

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even do some case studies of how you can measure

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the actual normal intelligence and well the proportions

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of it because all of us have all of this only

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in varying degrees. So we shall check that with

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some actual case studies that should become interesting

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but follow the logic first, follow the basic

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premise if you will. okay unless we understand

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some basics we'll not know what the advanced

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version is so in this one we are discussing linguistic

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intelligence this is the intelligence of words

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meaning expression and human communication if

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you think astrology it's mercury 101 isn't it

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why this intelligence will lead us thinkers writers

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and change makers Every era is shaped by people

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who can articulate ideas, influence through language,

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and translate thought into clarity. This is an

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age of tweeting. You know, El Presidente tweeting

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in the middle of the night. Tweeting, name calling,

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commenting on YouTube channels. You name it,

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isn't it? Social media is just basically one

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loud, loud speaker. So from teachers to lawyers,

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writers to psychologists, diplomats to leaders,

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linguistic intelligence fuels how you think,

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what you think, what you will communicate and

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how you will communicate that also. So essentially

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this linguistic intelligence according to Howard

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Gardner includes ideation, thinking and remembering

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through internal dialogue, internal language.

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what neuro -linguistic program calls audio digital,

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internalized thought process. Functional literacy,

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understanding how language works, its rules and

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structure, grammar for example. Self -regulation,

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analyzing one's own use of language. Something

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that Indians need to learn a lot of. They're

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good in understanding English grammar, but kind

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of poor in how to communicate and articulate.

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We could do a whole thing in your company if

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Indians are looking at this. I gladly would jump

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in. There's so much you need to learn about communicating.

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Adaptation, applying language to new contexts

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effortlessly. Oral expression, articulating thoughts

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verbally and clarity. So needed, isn't it? How

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you express, what do you express? See Dr. Jayashankar,

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for example, Indian external affairs minister,

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how well he articulates his thought. written

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expression expressing ideas with structure and

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precision students with strong linguistic intelligence

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since we are talking about schools and intelligence

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tests here appreciate grammar nuance and meaning

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they can spell easily and instinctively they

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love wordplay puns jokes riddles they use descriptive

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vivid language these kids Naturally with this,

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isn't it? Some kids in the class may have this.

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Teachers will know this. Parents will know this.

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Tell stories with a natural flow. Learn through

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discussion, dialogue and reading. They demonstrate

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understanding through essays, speeches or debates.

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They are not just good readers and writers. They

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are cognitive organizers. How to identify linguistic

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intelligence in children? Children who carry

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this intelligence speak early. In the development

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process, develop a wide vocabulary very quickly.

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They ask detailed questions. They enjoy storytelling,

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jokes, rhymes and word games. They memorize poems,

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dialogues with ease. They describe emotions quite

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vividly. Their observations are quite detailed.

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They prefer reading, listening or speaking to

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hands -on tasks. They learn new concepts through

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explanation. They like verbiage, essentially.

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rather than demonstration because they're not

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dominantly visual, right? Imaginative stories

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or dialogues, they are talkative. But we label

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them in school as talkative. They are language

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-wired, processing, gorgeous beings, okay? It

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all depends upon what your eyesight and what

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your perception internally, isn't it? How do

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you choose to look at it? Teachers are to blame,

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in my opinion and experience. for judging all

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kinds of young adults in the classroom, all kinds

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of children in the classroom. The early labels

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that you have been slapped on by some adult who

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didn't know better, pretty stupid, they just

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might have a degree but nothing else. We need

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to teach our children properly, we need to hire

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proper teachers. As they mature, In young adults,

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they have stronger persuasive communication,

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natural ability to teach, mentor or explain concepts,

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very important. Ease with essays, presentations,

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speeches and debates. They have sensitivity to

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tone, messaging and meaning. Capability to write

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clearly, succinctly and creatively. Strong memory

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for verbal information. Deep interest in reading,

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ideas, culture, literature, communication. So

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how can we improve our education systems to incorporate

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this? Right from school, college, university,

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everywhere. What should we do to test this also?

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Curriculum, we are talking about curriculum reform

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here. Discussion -driven learning, dialogue,

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group reflection, Socratic kind of questioning

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through language, okay? Number two, creative

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writing modules. Poetry, narrative, short stories,

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descriptive passages, scripts. Encourages us

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in the classroom. Reading, thinking, workshops.

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Reading is not decoding, it's meaning making.

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Teach inference, metaphor and symbolism. Vocabulary

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through context, not through memorization. I

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hope Indian policymakers are listening to this.

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They are coming up with new education stuff.

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No memorization. Stop making memorization slaves

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and calling them whatever. You know, professionals,

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real usage, storytelling, conversation, not lists,

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structured debates and public speaking, argument

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building, persuasion, active listening, something

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we don't do. I have spoken about this in the

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corporate training playlist. OK, multilingual

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exposure, languages strengthen cognitive flexibility

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and verbal pattern. Peer review and self -assessment.

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This works very strong in children. Let one peer

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review the other. not by judgment, not by competition,

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by collaboration. Real -world communication tasks,

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emails, presentations, podcasts, content creation

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and interviews. Essentially, bottom line now.

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The bottom line is we need to encourage this

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kind of intelligence. Sure, they are not talkative

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children or young adults, of course not. They're

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good at something and we need to come from that

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perspective. The problem that happens here if

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you don't build it into the curriculum is you'll

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have a teacher in the classroom with very poor

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communication skills. I've had a dozen of those

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so ask me. And they will put down children in

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the classroom who are asking a lot of questions.

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Well, you are not qualified, so you feel handicapped

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in that. You may be good at something else, Mr.

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or Ms. Teacher. But your student is good at something

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else. This is the reason why you should build

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into the curriculum. You can't rely on one individual

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to fulfill all kind of intelligences, isn't it?

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You are yourself handicapped by what kind of

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intelligence you have. Same way. I shall see

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you in the next. Take care. Be safe.