Conceptual Analysis of Social/Interpersonal Intelligence

ANK AR A BİL İM Ü NİV ER SİTES İ İKİNCİ AN K A R A İNSAN VE TOPLUM B İ L İ M L E R İ _K O N G R E S İ f 11 MART 2 0 2 3 BİLDİRİ KİTABI ISBN: 978-605-71213-2-5 İkinci Ankara İnsan ve Toplum Bilimleri Kongresi 2nd Ankara Humanities and Social Sciences Congress Ankara Bilim Üniversitesi Ankara Science University 11 Mart 2023 / March 11, 2023 ISBN: 978-605-71213-2-5 İkinci Ankara İnsan ve Toplum Bilimleri Kongresi 2nd Ankara Humanities and Social Sciences Congress 11 Mart 2023 / March 11, 2023 Bildiri kitabında yayınlanan yazıların sorumluluğu yazarlarına aittir. Kongre Düzenleme Kurulu Prof. Dr. Cem Harun Meydan Doç.Dr. Tuğba Görgülü Doç.Dr. Şebnem Düzgün Dr. Ayşe Saki Demirel Dr. Ekin Kösegil Dr. Sema Yurduşen Dr. Aziz Balcı Dr. Başar Baysal Dr. Görkem Erdoğan Dr. Handan Akkaş Arş.Gör. Yağmur Akcan Arş.Gör. Melike Çakır Arş.Gör. Mustafa Çağrı Aykaç Arş.Gör. Yelda Yenel Bilim Kurulu Prof. Dr. Aslı Özlem Tarakcıoğlu, Ankara Hacı Bayram Veli University, Türkiye Prof. Dr. Gülsen Erden - Beykoz University, Türkiye Prof. Dr. Hatice Demirbaş - Ankara Hacı Bayram Veli University, Türkiye Prof. Dr. Örsan Ö. Akbulut - Hacettepe University, Türkiye Prof. Dr. Sedat Cem Karadeli - Ufuk University, Türkiye Prof. Dr. Şennur Tutarel-Kışlak - Ankara University, Türkiye Prof. Dr. Tarık Tuncay - Hacettepe University, Türkiye Prof.Dr. Emre Şenol Durak - Abant İzzet Baysal University, Türkiye Assoc. Prof. Dr. Ioannis Karras, Ionian University, Greece Dr. Duygu Akdevelioğlu - Rochester Institute of Technology, USA Dr. Mathew H. Charles - Universidad Del Rosario, Colombia Dr. Nurhidayu Rosli - UCSI University, Malaysia Dr. Özge Kantaş - ST. John Fisher College, USA Dr. Saifudheen Kunju - University of Madras, India Dr. Sean M. Mitchell - Texas Teck University, USA ISBN: 978-605-71213-2-5 Adres: Çamlıca Mah. Anadolu Bulvarı No: 16A/1 Yenimahalle/Ankara Telefon: +90 (312) 397 01 50 / 444 22 28 E-Posta: [email protected] Web: Ankara Bilim Üniversitesi İnsan ve Toplum Bilimleri Kongresi Web Sayfası İÇİNDEKİLER Sunuş 1 Kamu Yönetiminde Veri Odaklı Yaklaşım ve Verilerin Yeniden Kullanım Stratejisi: Findata Örneği, Samed Kurban 2 Bir Siyasal Yaşam Felsefesi Olarak Eklektik Fenomenoloji, Muhammet Barkım Canlıoğlu 13 Çevik Yönetim Paradigmasının Yaygınlaştırılmasına Retorik Stratejilerle Katkı Sağlamak: Söylem Analizi Yöntemiyle Bir Araştırma, Cemalettin Öcal Fidanboy, Mahsa Fidanboy 21 Alevilerin Kamusal Özne Olma Arayışları: 1960’lar Örneği, Onur Alp Yılmaz 22 The Relationship between Theory and Politics: The Politics of Theorizing Human Security and Studies of Human Security in Turkey, Neslihan Dikmen Alsancak 27 Neoliberal Zamanlarda Popülizmi Düşünmek, Özlem Bülbül 28 El Feneri: TRT Çocuk Kanalında Çeviri Yoluyla Engelsiz Erişme Yeni Bir Soluk, Ayşe Saki Demirel 29 An Ecofeminist Reading of the Turkish Translation of Wuthering Heights, Aysenur Iplikci Ozden 31 A Philosophical Poet’s Take on the Life: ʿabd Al-Qādir Bīdil’s Ghazal With Radīf “Bāyad Zīstan”, Güneş Muhip Özyurt 32 A Multidisciplinary Melting Pot for Translation of Children’s Literature and Psychoanalysis: The Case of A Monster Calls and Its Movie Adaptation, Arzu Büşra Kumbaroğlu, Melike Çakır 33 Image of Child Interpreters in the Media, Büşra Özer Erdoğan 34 Siber Güvenlik Farkındalığının Sosyal Medyada Satın Alma Niyetleri Üzerine Etkisinin Kuşak Farklılığı Ve Kültürel Değerler Açısından İncelenmesi: Kayseri Ortaöğretim Kurumları Örneği, Mustafa Zeytin, Handan Akkaş 35 Şehir Pazarlamasında Üniversite Ve Üniversite Öğrencilerinin Etkisi: Atatürk Üniversitesi Örneği, Rafet Beyaz 36 Algılanan Örgütsel Sinerjinin Çalışan İyi Oluş Haline Etkisinde İç- Dış Kontrol Odaklılık Ve Problem Çözme Becerisinin Düzenleyici Etkisi, Selen Keklik, Handan Akkaş 38 Duyun-i Umumiye Mevzuatı’da Bulunan Belge Yönetimi Konulu Maddelerin Değerlendirilmesi: Rehber-i Muamelat, Elif Yılmaz Şentürk 39 Kripto Borsalara Yönelik Müşteri Şikâyetlerinin Analizi, Kübra Örsel, Evrim Erdoğan Yazar 40 Validating Perceived Relational Climate Scale in a Turkish Sample, Selin Eser Erdil, Deniz Öztürk 55 Kahramanmaraş Merkezli Depremlerin Türkiye Ekonomisine Etkileri. Türkiye Depremlere Hazır Mı? Denetim Kurumlarının Organizasyon Yönünden Değerlendirilmesi, Gürkan Ateş 56 The Socio-Economic Impact of Free Trade Zone: A Case of Ogun-Guangdong Free Trade Zone, Uzoma Prince Nwokorie 58 İyi Yönetimin Sağlanmasında Yeni Bir Araç: Arabuluculuk, Cengiz Sarı 59 İş Teftişi Hakkında Yönetmelik’in Yürürlüğe Girmesi İle İş Teftişinde Ortaya Çıkan Değişiklikler Ve Yenilikler, Ahmet Burak Beldüz 70 Modern Batı Siyasal Düşüncesinin Romanlar Üzerinden Kurgulanması: Alternatif Siyasi Düşünceler Okuması, Aykut Karahan 71 Doğu Akdeniz’de Oluşan Yeni Güç Dengeleri Bağlamında Kıbrıs, Buğra Sızan 82 Batıcılık ile Göreli Özerklik Arasında: Ara Rejim Hükümetleri Döneminde Türk Dış Politikası (1971-1974), Nuri Salık 84 Efforts to Establish a Modern Medical School in the Ottoman Empire, Ceren Uçan 85 Relationship between Speaking Performances and Learning Styles of ELT Students, Derya Uysal 86 Conceptual Analysis of Social/Interpersonal Intelligence, Emet Gürel, Azra K. Nazlı 94 A Conceptual Approach on Verbal-Linguistic Intelligence, Neslihan Özmelek Taş 105 Üniversite Öğrencilerinin Örseleyici Çocukluk Yaşantıları Ve Bağlanma Stillerinin Borderline Kişilik Özellikleriyle İlişkisi, Batuhan Mikail Pusmaz 112 Intrapersonal Intelligence: A Conceptual Framework, Emet Gürel, Büşra Çetin 114 Kötünün Rengi Beyaz Değil: 2000 Sonrası Afrika Sinemasında Dönüşen Avrupalı Özne, Muzaffer Musab Yılmaz 120 İbn Rüşd’e Göre Nedensellik Ve Mucize Problemi, Orhan Özdemir 121 Orhan Veli Kanık Şiirlerinde Poetik Sadakat, Mehmet Can Köksal 122 Teşhir İle Temsil Arasında Medyada Ölüm Ve Yas, Mezher Yüksel 130 A Decolonizing Attempt to Translate Creole Discourse, Selen Tekalp 131 Mahmut Sadık: A Long Forgotten Journalist, Translator and Writer, Ahu Selin Erkul Yağcı 132 Medyadaki Çocuk İstismarı Haberlerinin Sosyolojik Fotoğrafını Çekmek: Birgün Gazetesi Örneği, Yonca Altındal, Beyzanur Köseoğlu 133 Dissosiyatif Kimlik Bozukluğu Ve Biyopsikososyal Risk Faktörleri: Split Filmi Temelinde Bir Analiz, Beyza Albayrak, Ahmet Altunpak, Zeynep Ulusu, Tuğba Görgülü 136 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE Conceptual Analysis of Social/Interpersonal Intelligence Emet Gürel Prof. Dr. Ege University Faculty of Communications [email protected] Dr. Azra K. Nazlı Res. Assist., Ege University Faculty of Communications [email protected] Özet İletişimin insan yaşantısındaki yeri ve önemi, insanlığın gelişimini ile yakın ilişki içindedir. İletişim aracılığı ile insanlık; kültürel, bilimsel, sosyal olarak gelişmiş ve uygarlıklar kurmuştur. İletişim, sosyal bir aktivitedir ve doğası gereği sosyolojik, psikolojik ve antropolojik boyutları bulunmaktadır. İletişim aynı zamanda bilgi ve becerilerin toplamıdır. Bu yönüyle iletişim, öğrenilebilen ve geliştirilebilen bir yetkinliktir. İletişim ile zekâ ilişkili ve birbirini destekleyen alanlardır. Sosyal/kişilerarası zekâ; en yalın ifadeyle diğer insanları anlama, onlarla anlaşma ve etkileşim kurma yeteneğidir. Geleneksel zekâ anlayışının yerini çoklu zekâ anlayışına bırakmasına koşut olarak gündeme gelen sosyal/kişilerarası zekâ, Howard Gardner (1983, 1993) tarafından kavramlaştırılmıştır. Çoklu Zekâ Kuramı’nı geliştiren Gardner, tekil zekâ anlayışını reddetmiş ve birbirinden bağımsız ancak birbiriyle bağlantılı olan dokuz zekâ türünün varlığına dikkat çekmiştir. Çoklu zekâ türlerinden biri olan sosyal/kişilerarası zekâ, kişinin kendisini tanıması ve diğer kişilerle iletişim kurması açısından oldukça önemlidir. Öyle ki sosyal/kişilerarası zekâsı yüksek kişiler; sözlü ve sözsüz iletişimi etkili bir şekilde kullanmalarının yanı sıra karşılarındaki kişilerin psikolojik durumlarını etkili bir şekilde yorumlayabilmekte, empatik davranabilmekte ve daha etkili insan ilişkileri kurabilmektedirler. Sosyal/kişilerarası zekâ; iletişimden psikolojiye, eğitimden yönetime, sosyolojiden antropolojiye dek birçok alan ve disiplin ile iç içedir. Bu çalışma kapsamında sosyal/kişilerarası zekâ, kavramsal bir bakış açısıyla ele alınmaktadır. Çalışmanın, iletişim ve zekâ arasındaki ilişkiye dikkat çekmek, çoklu zekâ ile kişilerarası iletişim çalışmalarına katkı sunmak açısından önemli olduğu ve alanyazına katkı sağlayacağı düşünülmektedir. Anahtar Kelimeler: İletişim, İletişim Okuryazarlığı, Çoklu Zekâ Kuramı, Kişisel Zekâ, Sosyal/kişilerarası Zekâ. Sosyal/Kişilerarası Zekânın Kavramsal Çözümlemesi Abstract The place and importance of communication in human life is closely related to the development of humanity. Through communication, humanity has developed culturally, scientifically, socially and established civilizations. Communication is a social activity and by its nature it has sociological, psychological and anthropological dimensions. Communication is also the sum of knowledge and skills. In this respect, communication is a competency that can be learned and developed. Communication and intelligence are areas that are related and support each other. Social/interpersonal intelligence is simply the ability to understand, deal with, and interact with 94 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE other people. Social/interpersonal intelligence, which came to the fore in parallel with the traditional understanding of intelligence giving its place to the understanding of multiple intelligences, was conceptualized by Howard Gardner (1983, 1993). Gardner, who developed the Theory of Multiple Intelligences, rejected the concept of singular intelligence and drew attention to the existence of nine types of intelligence that are independent from each other but interrelated. Social/interpersonal intelligence, which is one of the multiple intelligence types, is very important in terms of getting to know oneself and communicating with other people. So much so that people with high social/interpersonal intelligence are able to effectively interpret the psychological states of others, act empathetically and establish more effective human relations, as well as using verbal and nonverbal communication effectively. Social/interpersonal intelligence is intertwined with many fields and disciplines, from communication to psychology, from education to management, from sociology to anthropology. In this study, social/interpersonal intelligence is discussed from a conceptual point of view. It is thought that the study is important in terms of drawing attention to the relationship between communication and intelligence, contributing to the studies of multiple intelligences and interpersonal communication, and to contribute to the literature. Keywords: Communication, Communication literacy, Multiple Intelligences Theory, Personal Intelligence, Social/interpersonal Intelligence. INTRODUCTION “The capacity to know oneself and to know others, just as the capacity to know objects or sounds, is an integral part of the human condition and deserves as much exploration as any other part.” Howard Gardner The most common answers to the question of: “What are the indicators of an individual's intelligence?” are problem solving, using logic and critical thinking skills. In the past, this traditional approach gave rise to the idea that the competences of individuals should be recognized and appropriate educational environments should be created by dividing them into classes. When the French Ministry of National Education asked Alfred Binet for a scale that could analyze a child's intelligence level, the IQ (Intelligence Quotient) test was born. An example of this test is the Scholastic Aptitude Test (SAT), which is still used today. This test measures the students' abilities such as mathematics, grammar, reading comprehension and vocabulary and is used as a document showing whether they have the necessary qualifications for university education (Talu, 1999). On the other hand, the possibility of such tests addressing intelligence in a one-dimensional way was a matter of debate. Because classical intelligence tests made it possible to test individuals only on rational and numerical dimensions. However, intelligence does not develop only through logic, neither the education system nor life itself is suitable for evaluating intelligence with a single view. The education system in which the individual grows up, the nature and the city environment, the culture, the relationship with the body or the bilateral relations affect the intelligence of the individual in total or the intelligence of the individual determines their position towards these dynamics. In this context, studies and researches positioned against the understanding of single intelligence have been carried out. 95 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE In this context, the theory of multiple intelligences comes to the fore. In this study, social/interpersonal intelligence as a subtype of multiple intelligences theory, will be examined. First of all, the social/interpersonal intelligence studies will be examined, and then the dynamics and dimensions of social/interpersonal intelligence will be explained. HISTORY OF SOCIAL/INTERPERSONAL INTELLIGENCE As first coined by E. L. Thorndike (1920), social/interpersonal intelligence refers to one’s ability to understand and manage other people and engage in harmonious social interactions. Thorndike (1920) divides intelligence into three aspects: the ability to understand and manage ideas (abstract intelligence), tangible objects (mechanical intelligence), and people (social intelligence). Similarly, Moss and Hunt (1927) defined social/interpersonal intelligence as “the ability to get along well with others”. Vernon (1933) defines the most comprehensive definition of social/interpersonal intelligence as “the ability to get along with people in general, or comfort in society, knowledge of social issues, sensitivity to stimuli from other members of a group, temporal moods of strangers, or underlying personality”. O’Sullivan et al. (1965) defined the category of behavioral cognition as “the ability to judge people” in terms of “an individual's emotions, motives, thoughts, intentions, attitudes, or other psychological dispositions”. On the other hand, as O’Sullivan et al. (1965) have found in their work, one’s ability to judge people one by one cannot be evaluated in parallel with one’s understanding of people in general or with “stereotypical understanding”. Table. 1. Social/Interpersonal Intelligence Studies Author(s) Definition Thorndike (1920) “One’s ability to understand and manage other people and engage in harmonious social interactions.” Moss & Hunt (1927) “The ability to get along well with others.” Vernon (1933) “The ability to get along with people.” O’Sullivan et. al. (1965) “The ability to judge people.” Guilford (1967) “The behavioral dimension of intelligence.” Hendricks et. al. (1969) “Basic solution-finding skills in interpersonal relations.” Gardner (1983) “The interpersonal intelligence looks outward, toward the behavior, feelings, and motivations of others.” Cantor & Kihlstrom (1987) “An individual's knowledge of the social world.” Goleman (1995) “All emotions are social. We cannot separate the cause of an emotion from the world of relationships, our social interactions govern our emotions.” Source: Compiled by the researchers. Guilford’s (1967) model of intelligence proposes a system of at least 120 distinct intellectual abilities based on four content categories (figurative, symbolic, semantic, and behavioral). Guilford saw his system as an extension of the triple classification of intelligence first proposed by E. L. Thorndike. Thus, symbolic and semantic content domains corresponded to abstract intelligence, figural domains to practical intelligence, and behavioral domains to social/interpersonal intelligence. Another study conducted in this context was carried out by Hendricks et al. (1969). In their study, Hendricks et al. tried to develop tests for dealing with other people and evaluated 96 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE individuals not just for understanding them through their behavior -what they called “basic solution-finding skills in interpersonal relationships”. Because, according to them, successful coping involves creativity. These researchers named these divergent thinking abilities, which consist of many different behavioral ideas, as “creative social intelligence”. Ford and Tisak (1983) conducted a comprehensive study involving more than 600 high school students. In the study performed, four measures of verbal and mathematical ability were derived from school grades and standardized test scores. Ford and Tisak found that academic and social/interpersonal intelligence measurements were loaded on different factors, with the realization of social/interpersonal intelligence through self, peer, and teacher evaluations of social competence. Ford and Tisak attributed their research results to the selection of social/interpersonal intelligence measures based on behavioral effectiveness criteria rather than cognitive understanding in social situations. In other words, measures of verbal ability, including standard measures of IQ, were likely to be highly correlated with measures of verbal social/interpersonal intelligence. Social/interpersonal intelligence was the subject of the Multiple Intelligence Theory in 1983. Howard Gardner is one of the pioneers of the Theory of Multiple Intelligences in this context. With the theory of multiple intelligences that he stated, Gardner opened an interdisciplinary field of study that affected many fields from educational sciences to communication studies, from psychology to neurology and management sciences. The definition of the individuality of intelligence is included in Howard Gardner’s “Multiple Intelligences (MI) Theory”. The multiple intelligences theory, which brings a new approach to education, argues that each individual's intelligence level is formed by autonomous powers or abilities by making use of cognitive development, developmental psychology and neurology (Demirel, 2002). In this context, according to the multiple intelligences theory, intelligence is individual and unique to the individual. In addition, intelligence is a multidimensional structure that can vary according to individuals. In the theory of multiple intelligences, intelligence can be expressed in 9 dimensions and types. These are; linguistic intelligence, logical/mathematical intelligence, spatial intelligence, musical intelligence, kinetic intelligence, social/interpersonal intelligence, naturalistic intelligence, existential intelligence and intrapersonal intelligence. In Figure 1, the types of intelligence according to the theory of multiple intelligences can be seen. 97 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE Figure. 1. Multiple Intelligences Theory Verbal/ Linguistic Intelligence Logical/ Mathematical Intelligence Existential Intelligence Naturalistic Intelligence Visual / Spatial Intelligence Multiple Intelligences Theory Musicial / Rhythmic Intrapersonal Intelligence Intelligence Social/ Interpersonal Intelligence Bodily/ Kinesthetic Intelligence Source: Compiled by the researchers. Gardner argues that there is a relationship between the thinking and learning processes of individuals and their dominant intelligence; in this sense, the individual's intelligence area affects the learning style, and that effective learning strategies can be developed for the individual in line with their dominant intelligence. At this point, while IQ tests categorize individuals according to their intelligence score without offering solutions for mental and talent development, special solutions can be developed for personal development by raising awareness of the individual's strong and weak intelligence with the tests developed in accordance with the Theory of Multiple Intelligences. The Theory of Multiple Intelligences, with its solution-oriented aspect that allows one to recognize and 98 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE develop one's own intelligence, reveals its difference from the classical IQ Approach, which claims that intelligence is fixed and will not change throughout life (Gürel & Tat, 2010). The number of intelligence fields, which was seven in the first stage of the theory, was reformulated by Gardner by mentioning a new intelligence field in Gardner's work ‘Intelligence Reframed’ published in 1999 (Saban, 2002). He included naturalistic intelligence, which is the eighth field, in the fields of intelligence, which were originally seven. Gardner emphasizes that there may be other intelligence areas apart from the intelligence areas he put forward (Tuğrul & Duran, 2003). Parallel to this statement of Gardner, the ninth type of intelligence, which is existential intelligence, came to the fore. Multiple intelligences investigates the appearance of all these nine intelligences on individuals at certain rates and their effects on their behaviors, education and relationships. Multiple intelligence theory is also studied in the context of communication studies. Especially social/interpersonal intelligence is closely related to communication studies. SCOPE OF SOCIAL/INTERPERSONAL INTELLIGENCE Social/interpersonal intelligence; is a person's capacity to understand, discern, and meet the feelings, wants, and needs of those around them. By this type of intelligence, it is meant the sensitivity of a person to facial expressions, voices and mimics in other people, and their capacity to analyze, interpret and evaluate them in the best way by recognizing different characteristics in other people. Therefore, people with strong social/interpersonal intelligence have the ability to cooperate with group members, work in harmony with them, and communicate effectively verbally and nonverbally with these people. People who are developed in social/interpersonal intelligence generally perceive the interests and needs of other people as very interested and they almost read their emotions, thoughts and characters on their faces (Saban, 2002). In this context, it is possible to state that social/interpersonal intelligence is related to intrapersonal intelligence. These two types of intelligence combine to form personal intelligence. While intrapersonal intelligence refers to an individual's understanding of themselves and their desires, interpersonal intelligence refers to the understanding of others. These two dynamics that creates personal intelligence are shared in Figure 2. Figure. 2. Personal Intelligence Social/ Interpersonal Intelligence Intrapersonal Intelligence Source: Figurated from Gardner, 1983, 1993. Goleman, (1995) named personal intelligence as emotional intelligence and defined it as an 99 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE intelligence that can be seen as a combination of Gardner’s interpersonal and intrapersonal Intelligences (Altan, 2016). Emotional intelligence are widely studied in the social psychology and interpersonal communication literature. It is stated that interpersonal intelligence is related to verbal and non-verbal communication skills, cooperation skills, conflict management, negotiation skills, trust, dignity, leadership and the ability to motivate others. It is suggested that among the important characteristics of those with strong social/interpersonal intelligence, there is a desire to approach others' feelings, fears, curiosities and beliefs with empathy, to listen without judgment, and to help others maximize their performance (Başaran, 2004). Social/interpersonal intelligence is also called street smarts. Related to communication skills, this intelligence is the ability to manage other people and act intelligently in human relationships or social situations. This intelligence, which is about getting along with and cooperating with others; is the ability to understand and evaluate one's own behavior and the behavior of others. In this sense, social/interpersonal intelligence is the key to life and career success. (Matthew & Moses, 2021). Austrian physician and psychologist Sigmund Freud, who lived between 1856-1939 and known for his psychoanalytic teaching, Theodore Roosevelt, who lived between 1858-1919 and was the twenty-sixth president of the United States, and Martin Luther, the leader of the American Civil Rights Movement, who lived between 1929-1968. King, Jr. can be given as an example within the scope of social/interpersonal intelligence (Gurel & Tat, 2010). DIMENSIONS OF SOCIAL/INTERPERSONAL INTELLIGENCE Social and interpersonal intelligence has been explained in different dimensions by many authors and researchers. Under this title, social/interpersonal intelligence, which is explained with different dimensions, is examined. According to Goleman, these dimensions are shaped by social awareness and social skills. Social/interpersonal intelligence dimensions created by Goleman are shared in Figure. 3. Figure. 3. Goleman’s Dimensions of Social/Interpersonal Intelligence Social Awareness Social Skill • Basic Empathy: Sharing others' feelings, reading nonverbal emotional cues. • Adaptation: Listening with full attention, adapting to a person. • Empathic Accuracy: Understanding the thoughts, feelings, and intentions of another person correctly. • Social Cognition: Knowing how the social world works. • Simultaneity: Smooth interaction on a nonverbal level. • Self-Presentation: Introduce yourself effectively. • Influence: Influencing the outcome of social interactions. • Concern: Caring for the needs of others and acting appropriately. Source: Figurated from Goleman, 2007: 108. Albrecht (2009) explained the dimensions of social intelligence in five components. According 100 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE to him, social/interpersonal intelligence becomes visible with social abilities, sincerity, clarity, presence and empathy. In Figure. 4, Albrecht’s social intelligence dimensions are shared. Figure. 4. Albrecht’s Dimensions of Social/Interpersonal Intelligence Social / Interpersonal Intelligence Social Abilities Sincerity Clarity Presence Empathy Source: Albrecht, 2009. According to Sadiku et al., the skills underlying social/interpersonal communication intelligence can be summarized as follows: (1) The ability to empathize with others; (2) The ability to organize a group of people for a common purpose; (3) The ability to recognize and read the minds of others; (4) The ability to make friends and make friends. (Sadiku et al., 2010). Interpersonal intelligence is also related to the ability to establish close relationships with peers, and this includes some skills such as managing, organizing and mediating conflicts or disagreements among peers. Interpersonal intellectual individuals have the ability to gain sympathy from fellow students, perceive and capture differences in the mood, goals, motivations, and emotions of others. Thus, it can be stated that the dimensions of interpersonal intelligence are shaped as follows (Shidiq et al. 2020): 1. Social Sensitivity: The ability to perceive and observe the reactions of others, both verbal and nonverbal, and emotional changes. 2. Social Insight: The ability to effectively understand and solve a problem in a single social interaction, without hindering or even destroying established social relationships. 3. Social Communication: The ability to establish and build a warm interpersonal relationship. CONCLUSION As one of the multiple intelligence types, social/interpersonal intelligence is measured by the successful, constructive, empathetic and openness of the individual's positions in their interactions. Social/interpersonal intelligence is associated with social psychology, sociology, anthropology, management and business science and educational sciences, especially communication sciences and psychology. Social/interpersonal intelligence is about establishing and managing good relationships with others. People with high intelligence; have high skills in acting in accordance with other people's moods, temperaments, motivations and emotions, understanding the background of others' actions, and acting empathetically. This intelligence type, which is in the group of extroverted intelligences, is supportive in interacting with people and leadership. It is possible to state that social/interpersonal intelligence affects communication positively. The communicative dimensions of social/interpersonal intelligence can be listed as communication skills, conflict management, leadership and teamwork, and empathy. These dimensions are shared in Figure. 5. 101 II. ANKARA İNSAN VE TOPLUM BİLİMLERİ KONGRESİ 11 MART 2023, ANKARA BİLİM ÜNİVERSİTESİ, TÜRKİYE Figure. 5. Communicative Dimensions of Social/Interpersonal Intelligence Communication Skills Empathy Social/ Interpersonal Intelligence Conflict Management Leadership & Teamwork Source: Compiled by the researchers. In this context, it is possible to state that people with social/interpersonal intelligence are suitable for professional groups such as teaching, therapist and marketing due to their scope and dimensions. Communication studies on the dimensions of social/interpersonal intelligence are expected to increase. References Albrecht, K. (2009). Social Intelligence: The New Science of Success. Zurich: Pfeiffer. Altan, M. Z. (1999). Çoklu Zekâ Kuramı. 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