Learning and the Social Nature of Mental Powers

Davis, A.J.

Abstract

Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and 'situated cognition'. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets run into intractable difficulties. Hence 'individual asset' views of many abilities should be abandoned. Implications for education policy particularly in regard to assessment are explored.

Citation

Davis, A. (2005). Learning and the Social Nature of Mental Powers. Educational Philosophy and Theory, 37(5), 635-647. https://doi.org/10.1111/j.1469-5812.2005.00148.x

• Journal Article Type: Article
• Publication Date: 2005-10
• Deposit Date: Jul 7, 2008
• Journal: Educational Philosophy and Theory
• Print ISSN: 0013-1857
• Electronic ISSN: 1469-5812
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 37
• Issue: 5
• Pages: 635-647
• DOI: https://doi.org/10.1111/j.1469-5812.2005.00148.x
• Keywords: Ability, Intelligence, Situated cognition, Assessment.
• Public URL: https://durham-repository.worktribe.com/output/1600482