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Changing Conceptions of Human Intelligence and Reasoning: Implications for the Classroom

Changing Conceptions of Human Intelligence and Reasoning: Implications for the Classroom Changing conceptions of human intelligence and reasoning: Implications for the classroom John St.Julien University of Delaware This article lays out an alternative view of that which enables human competence, which is framed by complexity theory and draws on connectionism, and situated cognition. It suggests that developing the implications of such a view can provide the basis of a more fully articulated theory of instruction and that such a reconceptualisation may benefit the practice of education. What educators are ultimately after, I am convinced, is that-which-enables­ competent-action. It is the desire to equip our students with what they will need to navigate successfully the world that motivates a teacher's activity. But that motivation is mediated by cultural beliefs as to just what enables competent action. The traditional framework shapes and constrains what is seen as sensible and even possible in the practice of education in problematic ways. Education has long identified 'intelligence' as the basic capacity for com­ petence and 'reasoning' as the activity that generates competence. Historically we have tended to see these two as reciprocal: intelligence is the ability to reason, especially to reason formally, and formal rationality is the expression of intelli­ gence. This linkage has led http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Changing Conceptions of Human Intelligence and Reasoning: Implications for the Classroom

Australian Journal of Education , Volume 44 (3): 18 – Nov 1, 2000

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References (20)

Publisher
SAGE
Copyright
© 2000 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494410004400305
Publisher site
See Article on Publisher Site

Abstract

Changing conceptions of human intelligence and reasoning: Implications for the classroom John St.Julien University of Delaware This article lays out an alternative view of that which enables human competence, which is framed by complexity theory and draws on connectionism, and situated cognition. It suggests that developing the implications of such a view can provide the basis of a more fully articulated theory of instruction and that such a reconceptualisation may benefit the practice of education. What educators are ultimately after, I am convinced, is that-which-enables­ competent-action. It is the desire to equip our students with what they will need to navigate successfully the world that motivates a teacher's activity. But that motivation is mediated by cultural beliefs as to just what enables competent action. The traditional framework shapes and constrains what is seen as sensible and even possible in the practice of education in problematic ways. Education has long identified 'intelligence' as the basic capacity for com­ petence and 'reasoning' as the activity that generates competence. Historically we have tended to see these two as reciprocal: intelligence is the ability to reason, especially to reason formally, and formal rationality is the expression of intelli­ gence. This linkage has led

Journal

Australian Journal of EducationSAGE

Published: Nov 1, 2000

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