“Protracted Conflict”

Platon, Mircea

doi:10.1017/s1742058x15000119

Cited by 1 publication

(2 citation statements)

References 45 publications

(35 reference statements)

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“…This mental condition, Shockley asserted, is an inheritable, incurable, permeable genetic disorder. Shockley suggested that the state should encourage low intelligence groups to participate voluntarily in sterilization programs to improve the human condition (Platon, 2015). The idea that high reproduction rates among Africans in America contaminate the human genetic pool was the rationale for sterilization, which became known as Shockley's Theory of Dysgenics (Jamison, 2017).…”

Section: Horace Mannmentioning

confidence: 99%

“…Although Gardner's progressive or liberal attitude toward education is questionable, it may be academically invigorating for educators to accept his Multiple Intelligences Theory under the pretext that every student has at least one form of intelligence. This rationale is refreshing in lieu of cognitive assessments promulgated by Montesquieu, Locke, Mann, Shockley, and others that certain ethnic groups lack discernable levels of intelligence (Cornel, 2017;Emigh et al, 2015;Jamison, 2017;Platon, 2015). Gardner's theory may be acceptable in educational circles, but it does not eliminate the notion that some students lack intelligence in certain areas.…”

Section: Gardner's Multiple Intelligences Theorymentioning

confidence: 99%

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The intelligence concept and racial classification as sociological products of Western education

Cook

2021

Sociology Compass

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This article is a historical examination of how Western theorists created and utilized the intelligence concept and aligned it with racial classification to determine cognitive abilities. By the 1900s, Western theorists, without evidence, declared that intelligence exists as an inheritable, unchangeable mental condition. Influential Western theorists have exploited the intelligence concept to categorize the cognitive abilities of European descendants above that of non‐Whites, particularly African‐descended people as incessant deliberations emerged regarding the value of either cognitively superior or inferior racially defined groups. By interrelating geographical location with shared physical characteristics, Western theorists non‐scientifically divided the human family based on physical similarities among people and referred to them as races. These theorists incorporated the intelligence concept with racial classification as a sociological principle for educational development. According to the Theory of Multiple Intelligences, however, everyone has one or more forms of several intelligences. Although this theory appears to portray a different understanding from the original intelligence concept, it categorizes racial groups and individuals as having fixed levels of cognitive ability. Emphasizing intelligence as a descriptive factor to determine cognitive ability is an unscientific, unequitable characterization that has been employed to explain levels of social awareness and academic performance in Western education.

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Section: Horace Mannmentioning

confidence: 99%

Section: Gardner's Multiple Intelligences Theorymentioning

confidence: 99%