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13 - Being Intelligent with Zimbabweans: A Historical and Contemporary View

Published online by Cambridge University Press:  05 June 2012

By
Elias Mpofu
Edited by
Robert J. Sternberg
Elias Mpofu
Affiliation:
Pennsylvania State University
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
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Summary

Conceptions of intelligence and associated practices vary widely across societies and are influenced by the unique socio-cultural histories of those societies. For example, differences in perspectives on intelligence between nations or communities have been linked to differences in (1) cultural beliefs about human abilities (Cole,1998; Serpell & Boykin, 1994, 2000), (2) availability and accessibility of formal education to the general public (Oslon, 1984), (3) the social and economic goals that people in different nations or communities seek to achieve (Serpell & Boykin, 1994; Vernon, 1969; Whyte, 1998;), (4) level of industrialization (or development) of nations or communities and the values underpinning the achieved or aspired developmental statuses (Azuma, 1984; Serpell, 2000; Vernon, 1969), and (5) the availability of human and material resources for the study of intelligence (Mpofu & Nyanungo, 1998). These differences in socio-cultural contexts are important for an understanding of the psychology of human intelligence across nations. For example, developed countries with their more complex socio-technical systems may place a higher premium or value on technical and bureaucratic efficiency than do developing countries, which tend to have simpler socio-technical systems (Serpell, 2000).

This chapter presents an overview of perspectives and research on intelligence in modern Zimbabwe as well as related practices. To begin with, I present a brief outline on the historical and demographic context of Zimbabwe as background to subsequent discussion. The historical and demographic summary is followed by a discussion of definitions and theories of intelligence in Zimbabwe.

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International Handbook of Intelligence , pp. 364 - 390
Publisher: Cambridge University Press
Print publication year: 2004

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