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001 ocn929509687
003 OCoLC
005 20210702123441.1
006 m o d
007 cr |n|||||||||
008 151212r20151993enk o 000 0 eng d
019 910847648
020 9781315683546|q(e-book)
020 1315683547|q(e-book)
020 9781317406488|q(electronic book)
020 1317406486|q(electronic book)
020 |z9781138925830|q(hardback)
035 (OCoLC)929509687|z(OCoLC)910847648
040 EBLCP|beng|epn|cEBLCP|dOCLCO|dOCLCQ|dA7U|dOCLCF|dN$T
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049 RIDW
050 4 BF431|b.B377 2015eb
072 7 PSY|x008000|2bisacsh
072 7 SCI|x090000|2bisacsh
082 04 153.9
090 BF431|b.B377 2015eb
100 1 Barrow, Robin,|0https://id.loc.gov/authorities/names/
n79127876|eauthor.
245 10 Language, intelligence, and thought /|cRobin Barrow.
264 1 Abingdon, Oxon :|bRoutledge,|c2015.
264 4 |c©1993
300 1 online resource (145 pages).
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
347 text file|2rdaft
490 1 Routledge Revivals
505 0 PART I. INTELLIGENCE -- 1. The Educated Intelligence -- 2.
Psychology and Intelligence -- 3. Philosophy and
Intelligence -- 4. The Concept of Intelligence -- 5.
Language, Thought, and Intelligence -- PART II. EDUCATION
-- 6. Value Judgements -- 7. The Traditions of Thought and
Inquiry -- 8. Liberal Democracy, Liberal Education, and
the Cultivation of Intelligence.
520 In this text, first published in 1993, Barrow decisively
rejects the traditional assumption that intelligence has
no educational significance and contends instead that
intelligence is developed by the enlargement of
understanding. Arguing that much educational research is
driven by a concept of intelligence that has no obvious
educational relevance, Dr Barrow suggests that this is
partly due to a widespread lack of understanding about the
nature and point of philosophical analysis, and partly due
to a failure to face up to the value judgements that are
necessarily involved in analysing a concept such as
intelligence. If intelligence is to be of educational
significance, it must be understood in terms that allow it
to be educable. Written by a philosopher of education,
this study offers a reasoned and extended argument in
favour of an original view of philosophical analysis. It
focuses on the issue of intelligence from a philosophical
perspective. It should be of interest to students of
education, philosophy and the philosophy of education
alike.
588 0 Print version record.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Intellect.|0https://id.loc.gov/authorities/subjects/
sh85067157
650 0 Education|xPhilosophy.|0https://id.loc.gov/authorities/
subjects/sh85041014
650 0 Intelligence levels.|0https://id.loc.gov/authorities/
subjects/sh85067173
650 7 Intellect.|2fast|0https://id.worldcat.org/fast/975732
650 7 Education|xPhilosophy.|2fast|0https://id.worldcat.org/fast
/902721
650 7 Intelligence levels.|2fast|0https://id.worldcat.org/fast/
975832
653 0 Education|aPhilosophy
653 0 Intellect
653 0 Intelligence levels
655 0 Electronic books.
655 4 Electronic books.
776 08 |iPrint version:|aBarrow, Robin.|tLanguage, Intelligence,
and Thought.|dFlorence : Taylor and Francis, ©2015
|z9781138925830
830 0 Routledge revivals.|0https://id.loc.gov/authorities/names/
no2009176216
856 40 |uhttps://rider.idm.oclc.org/login?url=https://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=1001788|zOnline ebook via EBSCO. Access
restricted to current Rider University students, faculty,
and staff.
856 42 |3Instructions for reading/downloading the EBSCO version
of this ebook|uhttp://guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20210708|cEBSCO|tEBSCOebooksacademic NEW 5016 |lridw
994 92|bRID
