In this article, we will discuss the Contextual Subtheory of Sternberg.
What is the Contextual Subtheory of Sternberg?
Sternberg’s third subtheory of intelligence, called practical or contextual, “deals with the mental activity involved in attaining fit to context” (Sternberg, 1985). It is the ability to adapt to everyday life by drawing on existing knowledge and skills. Practical intelligence enables an individual to understand what needs to be done in a specific setting and then do it. Through the three processes of adaptation, shaping, and selection, individuals create an ideal fit between themselves and their environment. This type of intelligence is often referred to as “street smarts.”
Adaptation occurs when one makes a change within oneself in order to better adjust to one’s surroundings (Sternberg, 1985). For example, when the weather changes and temperatures drop, people adapt by wearing extra layers of clothing to remain warm. Shaping occurs when one changes their environment to better suit one’s needs (Sternberg, 1985). A teacher may invoke the new rule of raising hands to speak to ensure that the lesson is taught with the least possible disruption. The process of selection is undertaken when a completely new alternate environment is found to replace the previous, unsatisfying environment to meet the individual’s goals (Sternberg, 1985). For instance, immigrants leave their lives in their homeland countries where they endure economical and social hardships and go to other countries in search of a better and less strained life.
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Sternberg’s triarchic theory of intelligence contends that intelligent behaviour arises from a balance between analytical, creative and practical abilities and that these abilities function collectively to allow individuals to achieve success within particular socio-cultural contexts (Sternberg, 1988; 1997; 1999). Analytical abilities enable the individual to evaluate, analyse, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavours. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths. For example, a person with highly developed analytical and practical abilities, but with less well-developed creative abilities, might choose to work in a field that values technical expertise but does not require a great deal of imaginative thinking. Conversely, if the chosen career does value creative abilities, the individual can use his or her analytical strengths to come up with strategies for improving this weakness. Thus, a central feature of the triarchic theory of successful intelligence is adaptability-both within the individual and within the individual’s socio-cultural context (Cianciolo & Sternberg, 2004).
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