Robert Sternberg — American Educator born on December 08, 1949,

Robert Sternberg is an American psychologist and psychometrician. He is currently Professor of Human Development at Cornell University. Prior to joining Cornell, Sternberg was president of the University of Wyoming but resigned after less than five months in office. He formerly was Professor of Psychology and Provost at Oklahoma State University, Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University, and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. Sternberg has a BA from Yale University and a PhD from Stanford University, under advisor Gordon Bower. He holds thirteen honorary doctorates from two North American, one South American, one Asian, and nine European universities, and additionally holds an honorary professorship at the University of Heidelberg, in Germany. He is currently also a Distinguished Associate of The Psychometrics Centre at the University of Cambridge. Among his major contributions to psychology are the Triarchic theory of intelligence, several influential theories related to creativity, wisdom, thinking styles, love and hate, and is the author of over 1500 articles, book chapters, and books. A Review of General Psychology survey, published in 2002, ranked Sternberg as the 60th most cited psychologist of the 20th century... (wikipedia)

Passion is the quickest to develop, and the quickest to fade. Intimacy develops more slowly, and commitment more gradually still.
If you're not adapting to the very rapidly changing environment, if you can't think creatively, you lose big in this society because there are very few jobs for you left.
So, for example, if a child is labeled as having a learning disability, it has very concrete consequences for the kinds of services and potentially accommodations that child will get.
In other words, if a teacher only teaches in one way, then they conclude that the kids who can't learn well that way don't have the ability, when, in fact, it may be that the way the teacher's teaching is not a particularly good match to the way those kids learn.
In other words, the better they did on the IQ test, the worse they did on the practical test and the better they did on the practical tests, the worse they did on the IQ test.