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Rethinking Intelligence
Confronting Psychological Assumptions About Teaching and Learning
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Book Description
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.
Table of Contents
Philip Wexler-Preface
Introduction
Chapter 1 Joe L. Kincheloe--The Foundations of a Democratic Educational Psychology
Chapter 2 Aimee Howley, Linda Spatig and Craig Howley--Developmentalism Deconstructed
Chapter 3 Pepi Leistyna--The Personality Vacuum: Abstracting the Social from the Psychological
Chapter 4 Susanne Gallagher--An Exchange of Gazes
Chapter 5 Lana Krieves and Karen Anijar--Eugenics, Evolution, and Deaf Education
Chapter 6 Aostre Johnson--Teaching as Sacrament
Chapter 7 Paul Stein--Practicing Eternity: Socialization, Development, and Social Life
Chapter 8 Gaile Cannella--Postformal Thought as Critique, Reconceptualization, and Possibility for Teacher Education Reform
Chapter 9 Anna Watts Pailliotet and Thomas A. Callister Jr.--Preparing Postformal Practioners: Pitfalls and Promises
Chapter 10 Marc Pruyn--The Power of Classroom Hegemony: An Examination of the Impact of Formal and Postformal Teacher Thinking in an Inner-city Latina/o School
Chapter 11 John Weaver and Ronald McClendon--Informally Speaking: A Continuing Dialogue on Postformal Thinking
Chapter 12 Joe L.Kincheloe and Shirley Steinberg--Politics, Intelligence, and The Classroom: Postformal Teaching
Chapter 13 Leila Villaverde and William Pinar--Postformal Research: A Dialogue on Intelligence
Conclusion
Editor(s)
Biography
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.
Reviews
"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