Rethinking Intelligence: Confronting Psychological Assumptions About Teaching and Learning PDF
283 Pages·1999·0.775 MB·English
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This text challenges the theories on which the practice of educational psychology is based. The contributors offer a theoretical and historical critique of how intelligence is measured, and claim that current theories exclude or ignore many indicators of intelligence. Suggesting criteria upon which new models can be developed, the contributors hope to encourage educators and researchers to imagine new forms of intelligence, education and life.
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