The world is too much with us: apparent and real platonic views of intelligence and knowledge for education

• David Carr ^[1]
  1. [1] University of Edinburgh

     University of Edinburgh

     Reino Unido

     
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 15, Nº. 1, 2019 (Ejemplar dedicado a: Classical vision and new methods of enhancing student engagement in education), págs. 11-30
• Idioma: inglés
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• Resumen

  • From Plato onwards, notions of intelligence and ability - and oftheir implications for human flourishing - have had a chequered educational history. Following some attention to the influence of IQ theory on (arguably neo-Platonic) post-WW2 British selective state education, this paper proceeds to consider the more egalitarian educational reaction tosuch selection from the nineteen-sixties onwards. However, while appreciative of the individual and social benefits of such greater educational equality, the paper proceeds to ask whether the notions of individual growth, fulfilment and flourishing that they may seem to entail are entirely appropriate for the human world of tomorrow.