Developing Intelligence Theory analyses the current state of intelligence theorisation, provides a guide to a range of approaches and perspectives, and points towards future research agendas in this field. Key questions discussed include the role of intelligence theory in organising the study of intelligence, how (and how far) explanations of intelligence have progressed in the last decade, and how intelligence theory should develop from here. Significant changes have occurred in the security intelligence environment in recent years—including transformative information technologies, the advent of ‘new’ terrorism, and the emergence of hybrid warfare—making this an opportune moment to take stock and consider how we explain what intelligence does and how. The material made available via the 2013 Edward Snowden leaks and subsequent national debates has contributed much to our understanding of contemporary intelligence processes and has significant implications for future theorisation, for example, in relation to the concept of ‘surveillance’. The contributors are leading figures in Intelligence Studies who represent a range of different approaches to conceptual thinking about intelligence. As such, their contributions provide a clear statement of the current parameters of debates in intelligence theory, while also pointing to ways in which the study of intelligence continues to develop. This book was originally published as a special issue of Intelligence and National Security.

Developing Intelligence Theory analyses the current state of intelligence theorisation, provides a guide to a range of approaches and perspectives, and points towards future research agendas in this field. This book was originally published as a special issue of Intelligence and National Security.

This edited volume brings together a range of essays by individuals who are centrally involved in the debate about the role and utility of theory in intelligence studies. The volume includes both classic essays and new articles that critically analyse some key issues: strategic intelligence, the place of international relations theory, theories of

In this important new book Mike Anderson argues for a theory of intelligence and development which allows a synthesis of two positions: those who believe that intelligence is a biological property of our brains, genetically determined, and those who believe that it is a property of knowledge systems and is culturally determined.

Internationally, the profession of intelligence continues to develop and expand. So too does the academic field of intelligence, both in terms of intelligence as a focus for academic research and in terms of the delivery of university courses in intelligence and related areas. To a significant extent both the profession of intelligence and those delivering intelligence education share a common aim of developing intelligence as a discipline. However, this shared interest must also navigate the existence of an academic-practitioner divide. Such a divide is far from unique to intelligence – it exists in various forms across most professions – but it is distinctive in the field of intelligence because of the centrality of secrecy to the profession of intelligence and the way in which this constitutes a barrier to understanding and openly teaching about aspects of intelligence. How can co-operation in developing the profession and academic study be maximized when faced with this divide? How can and should this divide be navigated? The Academic-Practitioner Divide in Intelligence provides a range of international approaches to, and perspectives on, these crucial questions.

Multiple intelligences (MI) as a cognitive psychology theory has significantly influenced learning and teaching. Research has demonstrated a strong association between individual intelligences and their cognitive processes and behaviors. However, it remains unknown how each of or a combination of these intelligences can be effectively optimized through instructional intervention, particularly through the use of emerging learning technology. On the other hand, while efforts have been made to unveil the relationship between information and communication technology (ICT) and individual learner performance, there is a lack of knowledge in how MI theory may guide the use of ICTs to enhance learning opportunities for students. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities is an essential reference book that generates new knowledge about how ICTs can be utilized to promote MI in various formal and informal learning settings. Featuring a range of topics such as augmented reality, learning analytics, and mobile learning, this book is ideal for teachers, instructional designers, curriculum developers, ICT specialists, educational professionals, administrators, instructors, academicians, and researchers.

Provides an overview of leading scholars' approaches to understanding the nature of intelligence, its measurement, its investigation, and its development.