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List of contents
Philip Wexler-Preface
Introduction
Chapter 1 Joe L. Kincheloe--The Foundations of a Democratic Educational Psychology
Chapter 2 Aimee Howley, LindaSpatig 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 MarcPruyn--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 JoeL.Kincheloe and Shirley Steinberg--Politics, Intelligence, and The Classroom: Postformal Teaching
Chapter 13 Leila Villaverde and WilliamPinar--Postformal Research: A Dialogue on Intelligence
Conclusion
About the author
Shirley R. Steinberg teaches at Adelphi University. She is author of Ain't We Misbehavin'?: A Pedagogy ofMisbehavior and co-author of The Stigma of Genius:Einstein and Beyond Modern Education and with Joe L. Kincheloe, of Changing Multiculturalism: New Times, NewCurriculum. 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 theIntegration of Academic and Vocational Education. They are authors of Unauthorized Methods: Strategies forCritical Teaching (Routledge, 1998) and editors of Taboo:The Journal of Culture and Education. Leila Villaverde teaches at Penn State University.
Summary
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.
Additional text
"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
