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Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
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"This volume sparkles with the critical and creative energy of scholars and educators whose primary concern is with education that serves students on their own grounds, and helps our society realize the riches of diversity. It's jut this kind of work that enables us to see that psychological assumptions are always born of socio-political context, and that we can never rest content with the pedagocial status quo." -- Kenneth J. Gergen, Swarthmore College
»
"The editors of this volume have set themselves an awesome task in challenging the fundamental assumptions of psychology. In short they 'politicize cognition,' something that has been largely ignored but is desperately overdue. This book should be read by all who have an interest in matters educational." -- --John Smyth, Foundation Professor of Teacher Education and Director, Flinders Institute for the Study of Teaching, Flinders University of South Australia
Rethinking Intelligence challenges the current mainstream theories on which the practice of educational psychology is based and suggests criteria upon which new models can be developed. Les mer
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Rethinking Intelligence challenges the current mainstream theories on which the practice of educational psychology is based and suggests criteria upon which new models can be developed.
Detaljer
- Forlag
- Routledge
- Innbinding
- Innbundet
- Språk
- Engelsk
- Sider
- 282
- ISBN
- 9780415922081
- Utgivelsesår
- 1999
- Format
- 23 x 15 cm
Anmeldelser
«
"This volume sparkles with the critical and creative energy of scholars and educators whose primary concern is with education that serves students on their own grounds, and helps our society realize the riches of diversity. It's jut this kind of work that enables us to see that psychological assumptions are always born of socio-political context, and that we can never rest content with the pedagocial status quo." -- Kenneth J. Gergen, Swarthmore College
»
"The editors of this volume have set themselves an awesome task in challenging the fundamental assumptions of psychology. In short they 'politicize cognition,' something that has been largely ignored but is desperately overdue. This book should be read by all who have an interest in matters educational." -- --John Smyth, Foundation Professor of Teacher Education and Director, Flinders Institute for the Study of Teaching, Flinders University of South Australia