12 Learning and Leading with Habits of Mind
Social Intelligence
Daniel Goleman (2006) cites neurological research that suggests that
the human brain is a “social brain” with an innate capacity to bond with
others, to empathize with others, to engage in social reasoning, and to
have concern for others. He suggests that social prowess, not cognitive or
physical superiority, is what allowed Homo sapiensto achieve its highest
evolutionary accomplishments. Goleman makes the case that intelligence
is not all “cognitive” but rather is composed of emotional and social intel-
ligence as well.
Habits of Mind
Carol Dweck (1999) found that the highest achievers in school
•Have the highest vulnerability to helplessness.
•Are most likely to believe their intelligence is a fixed trait.
•Are more likely to want tasks they are sure they can do well.
•Are more likely to blame their abilities and show impairment in
the face of difficulties.
•Aren’t well served in long-term learning such as in college or careers.
She states:
You might think that students who were highly skilled would be
the ones who relish a challenge and persevere in the face of set-
backs. Instead, many of these students are the most worried about
failure, and the most likely to question their ability and to wilt
when they hit obstacles. (p. 1)Increasingly we are adopting the mental model that intelligence is a
set of teachable, learnable behaviors that all human beings can continue
to develop and improve throughout their lifetimes. We must help students
think powerfully about ideas, learn to critique as well as support others’
thinking, and become thoughtful problem solvers and decision makers.
The Habits of Mind provide a set of behaviors that discipline intellectual
processes. Taken as a whole, the many definitions and interpretations of
what is meant by intelligence lead us to conclude that the habits can be