Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning

Overview

The concepts of intelligence and cognitive development often used in mainstream educational psychology are relics from another era. Rethinking Intelligence lays down the philosophical and theoretical basis for developing a new educational psychology that takes into account ways of thinking that include non-Western, nonpositivist experiences. Features an interview with William F. Pinar.
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Overview

The concepts of intelligence and cognitive development often used in mainstream educational psychology are relics from another era. Rethinking Intelligence lays down the philosophical and theoretical basis for developing a new educational psychology that takes into account ways of thinking that include non-Western, nonpositivist experiences. Features an interview with William F. Pinar.
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Product Details

  • ISBN-13: 9780415922081
  • Publisher: Taylor & Francis
  • Publication date: 5/28/1999
  • Pages: 288
  • Product dimensions: 8.00 (w) x 10.00 (h) x 2.00 (d)

Meet the Author

Shirley R. Steinberg teaches at Adelphi University. She is author of Ain't We Misbehavin'?: A Pedagogy of Misbehavior and co-author of The Stigma of Genius: Einstein and Beyond Modern Education and with Joe L. Kincheloe, of Changing Multiculturalism: New Times, New Curriculum. Joe L. Kincheloe teaches Cultural Studies and Pedagogy at Penn State University. He is author of Teachers as Researchers: Qualitative Paths to Empowerment and Toil and Trouble: Good Work, Smart Workers and the Integration of Academic and Vocational Education. They are authors of Unauthorized Methods: Strategies for Critical Teaching (Routledge, 1998) and editors of Taboo: The Journal of Culture and Education. Leila Villaverde teaches at Penn State University.

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Table of Contents

Foreword ix
Chapter 1 The Foundations of a Democratic Educational Psychology 1
Chapter 2 Developmentalism Deconstructed 27
Chapter 3 The Personality Vacuum: Abstracting the Social from the Psychological 51
Chapter 4 An Exchange of Gazes 69
Chapter 5 Eugenics, Evolution, and Deaf Education 85
Chapter 6 Teaching as Sacrament 105
Chapter 7 Practicing Eternity: Socialization, Development, and Social Life 117
Chapter 8 Postformal Thought as Critique, Reconceptualization, and Possibility for Teacher Education Reform 145
Chapter 9 Preparing Postformal Practitioners: Pitfalls and Promises 165
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
Chapter 11 Informally Speaking: A Continuing Dialogue on Postformal Thinking 217
Chapter 12 Politics, Intelligence, and the Classroom: Postformal Teaching 237
Chapter 13 Postformal Research: A Dialogue on Intelligence 247
Contributors 257
Index 261
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