Language, intelligence, and thought

著者

書誌事項

Language, intelligence, and thought

Robin Barrow

E. Elgar Pub., c1993

  • : pbk

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注記

Includes bibliographical references

内容説明・目次

内容説明

In this text, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analyzing a concept such as intelligence. If intelligence is to be of educational significance, it must be understood in terms that allow it to be educable. Written by a philosopher of education, this study offers a reasoned and extended argument in favour of an original view of philosophical analysis. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike.

目次

  • Part 1 Intelligence: the educated intelligence
  • psychology and intelligence
  • philosophy and intelligence
  • the concept of intelligence
  • language, thought and intelligence. Part 2 Education: value judgements
  • the traditions of thought and inquiry
  • Liberal democracy, Liberal education and the cultivation of intelligence.

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