Language ability, and educational achievement
著者
書誌事項
Language ability, and educational achievement
（Philosophy of education research library）
Routledge, 1990
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注記
Bibliography: p. [111]-116
Includes index
内容説明・目次
内容説明
In this contribution to current debates about the teaching of literacy and the reform of education, Christopher Winch attacks the present dichotomy in theories of educational achievement between biological inheritance and environmental influence. He draws on philosophy to take a critical, detailed look at the concerns of contemporary education and to explore the ways in which differences in educational achievement are interpreted. He shows the limitations of IQ theory and the verbal deficit theories, associated with Basil Bernstein, and concludes by suggesting that we need to rethink the traditional distinction between theoretical and practical reason if we are to achieve the goals of mass education within the constraints of a democratic political system. This book should be of interest to researchers in linguistics and psychology of education.
目次
Introduction Chapter One : Historical Introduction Chapter Two : Intelligence, Language and Learning Chapter Three : Class, Culture and Interest Chapter Four : The Theory of Intelligence Chapter Five : I.Q. Theory and Education Chapter Six : A Critique of the Theory of I.Q. Chapter Seven : Theories of Cultural and Verbal Deficit Chapter Eight : Verbal Deficit Theories: The Counter-Attack Chapter Nine : Verbal Deficit Theories: An Overview Chapter Ten : The Educational Implications of the Verbal Deficit Controversy Chapter Eleven : Literacy, Literate Culture and Education Chapter Twelve : Equality, Culture and Interest Chapter Thirteen : Conclusion Bibliography Index.
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