Cognitive habitus and collective intelligence

Concepts for the explanation of inequality of educational opportunity

Bibliographic Data

ID11489164
AuthorsRoy Nash (corresponding author)
Year2005
Volume20
Issue1
Pages3-21
Publication date2005-01-01
Open AccessNo
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093042000322801
OpenAlexW2043794762
LanguageEN
Citations received7
References cited14

Intelligence' has long been a problematic concept for educational policy‐makers. Sociologists of education concerned to explain social inequalities in educational attainment have suggested that, despite the through‐going criticism of the classical IQ concept, teachers continue to maintain practices which ensure that their taken‐for‐granted ideas about the social distribution of 'ability' are realized in patterns of school attainment. The debate has seen the reintroduction of Dewey's concept of collective intelligence. The argument presented accepts that this pragmatic idea may have a contribution to make in the struggle to replace the established individual reference of classical IQ theory, but argues that there may be something no less important to be gained for radical interests in education from the realist concept of cognitive habitus. The case is made for this thesis, by means of an investigation necessarily concerned with the conceptual clarification of certain key terms, with reference to the guiding thought of Dewey and Bourdieu. The focus is on the concepts necessary for the construction of a coherent theory of the explanation of social disparities in education that attempts to incoporate reference to the effects of cognitive socialization on inequality of educational opportunity. Keywords: CognitionEducational opportunityEqualityHabitusIntelligence Notes * Department of Social and Policy Studies in Education, Massey University College of Education, Hokowhitu Campus, Centennial Drive, Palmerston North, New Zealand. Email: [email protected] Additional informationNotes on contributorsRoy Nash Footnote* * Department of Social and Policy Studies in Education, Massey University College of Education, Hokowhitu Campus, Centennial Drive, Palmerston North, New Zealand. Email: [email protected]

Cognition · Collective intelligence · Cultural capital · Economics · Educational inequality · Epistemology · Habitus · Inequality · Knowledge management · Pedagogy · Positive economics · Social science · Sociology · Computer Science · Educational Theory and Curriculum Studies · Psychology · School Choice and Performance · Social and Cultural Dynamics · Social Psychology

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