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Book Categories |
Foreword | ||
Preface | ||
Acknowledgments | ||
Ch. 1 | The Origins of Anti-Intellectualism in U.S. Schools | 1 |
The Distinction Between Intelligence and Intellect | 1 | |
Competing Views of the Potential of Schooling | 9 | |
The Rigor of the 1980s | 23 | |
The Roots of Anti-Intellectualism | 29 | |
Schooling for Continuity in the Shared Community of Learning | 35 | |
The Utility of Care for the Intellect | 41 | |
Ch. 2 | The Mechanisms of Anti-Intellectualism in the Schools | 44 |
The Intellectualism of Teachers | 45 | |
Students, Parents, and the Anti-Intellectual School Culture | 56 | |
The Anti-Intellectual University | 66 | |
Anti-Intellectualism and the Life of the Mind | 76 | |
Ch. 3 | How Gifted Education Devalues Intellect | 77 |
Entitlement Replaces Scholarship | 78 | |
Process Replaces Content | 94 | |
Feeling Replaces Thought | 98 | |
Schooling, Talent Development, and Provisions for Students with Talents | 104 | |
Ch. 4 | Effects of Poverty, Sexism, and Racism on Intellect | 108 |
Schooling and Class | 108 | |
Schooling for the Subservience of Women and Minorities | 124 | |
Prospects for Change | 135 | |
Ch. 5 | The Intellectual Potential of Schooling | 141 |
Knowledge and Meaning in Contemporary American Culture | 141 | |
The Imperative for Thought in Postindustrial Society | 148 | |
The Role of the Liberal Arts | 155 | |
Learning for Its Own Sake: Education as Faith in Human Potential | 164 | |
Ethical Reasoning and the Life of the Mind | 173 | |
Coda: Intellect and Talent Development in the Postmodern Condition | 178 | |
Ch. 6 | Rethinking the Potential of Schooling | 180 |
Authority, Intellectual Stewardship, and Schooling | 181 | |
The Role of Teachers | 190 | |
Assuring Equity | 198 | |
Rethinking Gifted Education | 208 | |
Two Prospects for Postsecondary Education | 213 | |
Conceiving Possibilities | 216 | |
Notes | 217 | |
References | 223 | |
Index | 253 | |
About the Authors | 265 |
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