LEADER 04116nam 22009373u 450 001 9910809535003321 005 20240521192405.0 010 $a1-283-20237-9 010 $a9786613202376 010 $a1-4411-0414-3 035 $a(CKB)2670000000106327 035 $a(EBL)742332 035 $a(OCoLC)741691231 035 $a(SSID)ssj0000522421 035 $a(PQKBManifestationID)12214915 035 $a(PQKBTitleCode)TC0000522421 035 $a(PQKBWorkID)10528824 035 $a(PQKB)11685114 035 $a(MiAaPQ)EBC742332 035 $a(EXLCZ)992670000000106327 100 $a20130418d2007|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEugenics, Race and Intelligence in Education 205 $aFirst edition. 210 1$aLondon :$cContinuum International Publishing,$d2007. 215 $a1 online resource (182 pages) 300 $aDescription based upon print version of record. 311 $a0-8264-2618-2 327 $aContents; Acknowledgements; Preface to the New Edition; Foreword; The Structure of the Book; Introduction: Nature versus Nurture; Chapter 1 The 'Threat' of Mass Education; Chapter 2 The Origins of the Eugenics Movement; Chapter 3 Eugenics and the Intellectuals; Chapter 4 IQ and Eleven-Plus Selection; Chapter 5 Intelligence Testing Challenged; Chapter 6 The New Preoccupation with Intelligence and 'Race'; Chapter 7 The Durability of Eugenic Theories; Conclusion: Prospects for the Future; Notes; References; Index 330 $aFor over a hundred years, psychologists and human biologists have been engaged in an often heated debate as to whether 'heredity' or 'environment' should be viewed as the determining factor in the creation of the human personality. For teachers and educationists, the discussion has tended to focus on how the human mind functions and intellectual powers develop. The controversy is often simply expressed in terms of 'nature' versus 'nurture,' with some scientists declaring that human beings are a product of a transaction between the two. To many, such enquiry and speculation is little more than 606 $aClassism -- Great Britain -- History 606 $aEducation -- Great Britain 606 $aEugenics -- Great Britain -- History 606 $aEugenics -- United States -- History 606 $aIntelligence tests -- Great Britain -- History 606 $aIntelligence tests -- United States -- History 606 $aNature and nurture 606 $aRacism -- United States -- History 606 $aEducational psychology$zGreat Britain 606 $aEugenics$zUnited States 606 $aIntellect 606 $aNature and nurture 606 $aAbility in children 606 $aEducation and state 606 $aEducation 606 $aSociology & Social History$2HILCC 606 $aSocial Sciences$2HILCC 606 $aFamily & Marriage$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 4$aClassism -- Great Britain -- History. 615 4$aEducation -- Great Britain. 615 4$aEugenics -- Great Britain -- History. 615 4$aEugenics -- United States -- History. 615 4$aIntelligence tests -- Great Britain -- History. 615 4$aIntelligence tests -- United States -- History. 615 4$aNature and nurture. 615 4$aRacism -- United States -- History. 615 0$aEducational psychology 615 0$aEugenics 615 0$aIntellect 615 0$aNature and nurture 615 0$aAbility in children 615 0$aEducation and state 615 0$aEducation 615 7$aSociology & Social History 615 7$aSocial Sciences 615 7$aFamily & Marriage 615 7$aTheory & Practice of Education 676 $a370.15 700 $aChitty$b Clyde$01606399 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910809535003321 996 $aEugenics, Race and Intelligence in Education$93932186 997 $aUNINA