Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into account the culturally inscribed nature of research. They offer a theoretical and historical critique of how intelligence is measured in ways that exclude or ignore other criteria. By doing so, they hope to encourage educators and researchers to imagine new forms of intelligence, education, and life.

Philip Wexler-Preface Introduction Chapter 1 Joe L. Kincheloe--The Foundations of a Democratic Educational Psychology Chapter 2 Aimee Howley, Linda Spatig and Craig Howley--Developmentalism Deconstructed Chapter 3 Pepi Leistyna--The Personality Vacuum: Abstracting the Social from the Psychological Chapter 4 Susanne Gallagher--An Exchange of Gazes Chapter 5 Lana Krieves and Karen Anijar--Eugenics, Evolution, and Deaf Education Chapter 6 Aostre Johnson--Teaching as Sacrament Chapter 7 Paul Stein--Practicing Eternity: Socialization, Development, and Social Life Chapter 8 Gaile Cannella--Postformal Thought as Critique, Reconceptualization, and Possibility for Teacher Education Reform Chapter 9 Anna Watts Pailliotet and Thomas A. Callister Jr.--Preparing Postformal Practioners: Pitfalls and Promises Chapter 10 Marc Pruyn--The Power of Classroom Hegemony: An Examination of the Impact of Formal and Postformal Teacher Thinking in an Inner-city Latina/o School Chapter 11 John Weaver and Ronald McClendon--Informally Speaking: A Continuing Dialogue on Postformal Thinking Chapter 12 Joe L.Kincheloe and Shirley Steinberg--Politics, Intelligence, and The Classroom: Postformal Teaching Chapter 13 Leila Villaverde and William Pinar--Postformal Research: A Dialogue on Intelligence Conclusion