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Book Description Paperback. Condition: Very Good. In this contribution to current debates about the teaching of literacy and the reform of education, Christopher Winch attacks the present dichotomy in theories of educational achievement between biological inheritance and environmental influence. He draws on philosophy to take a critical, detailed look at the concerns of contemporary education and to explore the ways in which differences in educational achievement are interpreted. He shows the limitations of IQ theory and the verbal deficit theories, associated with Basil Bernstein, and concludes by suggesting that we need to rethink the traditional distinction between theoretical and practical reason if we are to achieve the goals of mass education within the constraints of a democratic political system. This book should be of interest to researchers in linguistics and psychology of education. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Seller Inventory # GOR006943370
Book Description Hardcover. Condition: Very Good. Dust Jacket Condition: No Dust Jacket. Ex college lib; otherwise crisp, clean copy ; 123 pages. Seller Inventory # 35981
Book Description Hardcover. Condition: Very Good. Dust Jacket Included. Very good to LIKE NEW hardcover in a very good dust wrapper. Book is clean and tight. Seller Inventory # 11996
Book Description Condition: Poor. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In poor condition, suitable as a reading copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,400grams, ISBN:0415902266. Seller Inventory # 9370503
Book Description Condition: Fine. Seller Inventory # 004814-1