Genes, Brains, and Human Potential The Science and Ideology of Intelligence
328 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC Th e view is reinforced by a letter from a Head of Year in a U.K. state school, ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 329 Halley Potter, who studies charter schools at the Century Foundation, said that ...
330 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC correlation “for per for mance self- effi cacy, which was the strongest correla ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 331 that this unexpected fi nding can be traced to a fl awed methodology that tends ...
332 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC Ripley largely extolls the “hard- work” Chinese and South Korean educa- tional ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 333 in the world of work. In his review, mentioned above, J. Scott Armstrong has pu ...
334 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC has been encountered in every scholastic domain in which inquiries have been co ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 335 As with IQ then, which similarly has little if any association with job per for ...
336 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC Dewey was also less interested in what a child learned, the offi cial school ou ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 337 Th is is why there have been many explorations of alternatives to the tradition ...
338 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC communicate their work (and thus, perhaps, to think about it more clearly and e ...
THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC 339 from the practical contexts of local producers, prac ti tion ers, and resi- den ...
340 THE PROB LEMS OF EDUCATION ARE NOT GE NE TIC Strangely enough, much of the pressure for more inclusive, coopera- tive forms ...
H uman potential— genes, biology, brains, intelligence and educa- tion, and so on— forms a big subject in a big area, and we hav ...
342 SUMMARY AND CONCLUSIONS genes. Chapter 2 then described the many assumptions that have to be incorporated into statistical m ...
SUMMARY AND CONCLUSIONS 343 much more exciting feature of evolution than fi xed adaptations to fi xed niches, the preoccupation ...
344 SUMMARY AND CONCLUSIONS Variation in intelligence is conceived as some kind of “brain power.” Yet brain studies have failed ...
SUMMARY AND CONCLUSIONS 345 perception, conceptual categorization, learning, knowledge, memory, and thinking— are properties of ...
346 SUMMARY AND CONCLUSIONS deduced from them. It explained that these have been less than success- ful because they assume a li ...
PREFACE E. F. Keller, “From Gene Action to Reactive Genome,” Journal of Physiology 592 (May 2014): 2423. PINNING DOWN POTENTIAL ...
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