The Stigma of Genius: Einstein, Consciousness, and Education by Joe L. Kincheloe, Shirley R. Steinberg, Deborah J. Tippins |, Paperback | Barnes & Noble
The Stigma of Genius: Einstein, Consciousness, and Education

The Stigma of Genius: Einstein, Consciousness, and Education

by Joe L. Kincheloe, Shirley R. Steinberg, Deborah J. Tippins
     
 

Introducing post-formal thinking for educators and students, the authors of this book use Albert Einstein as a metaphor for student's failure in today's schools. Blending biography and scholarship, they re-introduce cognition in an accessible way that makes ways of knowing make sense.

Overview

Introducing post-formal thinking for educators and students, the authors of this book use Albert Einstein as a metaphor for student's failure in today's schools. Blending biography and scholarship, they re-introduce cognition in an accessible way that makes ways of knowing make sense.

Editorial Reviews

From the Publisher
«Post-formal conversation is a dynamic investigation of ourselves, our relations with others, and the political implications of the type of conversation in which we are engaged.» (Raymond A. Horn, Jr., Stephen F. Austin University)
«The next Einstein may have something to hide from mom and dad - a poor report card. øThis book! uses Einstein's life to critique schools.» (USA Today)
Booknews
This book uses the example of Einstein's life and his genius hidden in the guise of a less-than-perfect student to critique schools. Kincheloe (public policy and administration, CUNY Brooklyn College and Penn State U.), Steinberg (education, Adelphi U.), and Tippins (science education, U. of Georgia), use Einstein's General Theory of Relativity and his insistence on the interconnectedness and relational aspects of science to introduce post-formal thinking to educators. They suggest that without falling into "paralyzing relativism" educators should be able to incorporate social theory, political analysis, indigenous knowledge, feminist studies, and quantum mechanics, among other studies, in order to better view our world from a variety of vantage points. Annotation c. Book News, Inc., Portland, OR (booknews.com)
USA Today
The next Einstein may have something to hide from mom and dad-a poor report card. This book uses Einstein's life to critique schools."

Product Details

ISBN-13:
9780820444314
Publisher:
Lang, Peter Publishing, Incorporated
Publication date:
11/01/1999
Series:
Counterpoints Series: Studies in the Postmodern Theory of Education, #111
Edition description:
New Edition
Pages:
218

What People are saying about this

Raymond A. Horn Jr.
Post-formal conversation is a dynamic investigation of ourselves, our relations with others, and the political implications of the type of conversation in which we are engaged. (Raymond A. Horn Jr., Stephen F. Austin University)

Meet the Author

The Authors: Joe L. Kincheloe is the Belle Zeller Chair of Public Policy and Administration at CUNY Brooklyn College and a professor at Penn State University. He is the author of many books and articles including: Toil and Trouble: The Integration of Academic and Vocational Education; Teachers as Researchers: Qualitative Paths to Empowerment; Getting beyond the Facts: Teaching Social Studies in the Late Twentieth Century. His most recent book is The Sign of the Burger: McDonald's and the Culture of Control. He is also the co-editor with Shirley R. Steinberg of Kinderculture: The Corporate Construction of Childhood.
Shirley R. Steinberg teaches at Adelphi University Soho Center and Garden City, New York. She is an educational consultant and director of social drama for youth. Her latest books are Changing Multiculturalism with Joe L. Kincheloe, and Contextualizing Teaching with Joe L. Kincheloe and Patrick Slattery. She is also the co-editor of Students as Researchers; Unauthorized Methods: Strategies for Critical Teaching; Measured Lies: The Bell Curve Examined; and White Reign: Deploying Whiteness in America.
Deborah J. Tippins is a well-known science educator and Associate Professor of Science Education and Elementary Education at the University of Georgia. She is the author of many articles on science and education. Her most recent book, The Promises and Dilemmas of Middle and Secondary Science Teaching: A Classroom Case Handbook, is co-edited with Thomas Kobala. Formerly director of research for the National Science Teachers Association, she is widely traveled and deeply involved in working with various foundations and science organizations.

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