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Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning
By Joe L. Kincheloe, Shirley R. Steinberg, Leila E. Villaverde
282 pages
- Contributors:
- Includes content by:
-
Philip Wexler
Joe L. Kincheloe
Aimee Howley
Linda Spatig
Craig Howley
Pepi Leistyna
Suzanne Gallagher
Lana Krievis
Karen Aniiar
N. Johnson
Philip WexlerShow more
Joe L. Kincheloe
Aimee Howley
Linda Spatig
Craig Howley
Pepi Leistyna
Suzanne Gallagher
Lana Krievis
Karen Aniiar
N. Johnson
Paul Stein
Gaile Cannella
Ann Watts Pailliotet
Thomas A. Callister Jr.
Marc Pruyn
Ronald C. Mcclendon
John A. Weaver
Shirley R. Steinberg
Leila E. Villaverde
William F. Pinar
- Publisher:
- Routledge
- Place of publication:
- New York
- Publication year:
- 1999
- Subjects:
Synopsis
Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into account the culturally inscribed nature of research. They offer a theoretical and historical critique of how intelligence is measured in ways that exclude or ignore other criteria. By doing so, they ...
Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into account the culturally inscribed nature of research. They offer a theoretical and historical critique of how intelligence is measured in ways that exclude or ignore other criteria. By doing so, they hope to encourage educators and researchers to imagine new forms of intelligence, education, and life.
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Table of contents
The first page of every section is available free to non-members – click a section heading to start reading now!
- Title Page iii
- Contents vii
- Foreword ix
- Chapter 1 - The Foundations of a Democratic Educational Psychology 1
- References 23
- Chapter 2 - Developmentalism Deconstructed 27
- References 45
- Chapter 3 - The Personality Vacuum: Abstracting the Social from the Psychological 51
- Notes 64
- References 65
- Chapter 4 - An Exchange of Gazes 69
- References 81
- Chapter 5 - Eugenics, Evolution, and Deaf Education 85
- References 102
- Chapter 6 - Teaching as Sacrament 105
- References 115
- Title Page iii
- Contents vii
- Foreword ix
- Chapter 1 - The Foundations of a Democratic Educational Psychology 1
- References 23
- Chapter 2 - Developmentalism Deconstructed 27
- References 45
- Chapter 3 - The Personality Vacuum: Abstracting the Social from the Psychological 51
- Notes 64
- References 65
- Chapter 4 - An Exchange of Gazes 69
- References 81
- Chapter 5 - Eugenics, Evolution, and Deaf Education 85
- References 102
- Chapter 6 - Teaching as Sacrament 105
- References 115
- Chapter 7 - Practicing Eternity: Socialization, Development, and Social Life 117
- Notes 136
- References 138
- Chapter 8 - Postformal Thought as Critique, Reconceptualization, and Possibility for Teacher Education Reform 145
- References 160
- Chapter 9 - Preparing Postformal Practitioners: Pitfalls and Promises 165
- References 186
- Chapter 10 - The Power of Classroom Hegemony: an Examination of the Impact of Formal and Postformal Teacher Thinking in an Inner-City Latina/O School 189
- Notes 211
- References 213
- Chapter 11 - Informally Speaking: a Continuing Dialogue on Postformal Thinking 217
- References 233
- Chapter 12 - Politics, Intelligence, and the Classroom: Postformal Teaching 237
- References 244
- Chapter 13 - Postformal Research: a Dialogue on Intelligence 247
- References 255
- Contributors 257
- Index 261