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The IQ Controversy and the Philosophy of Education

Published online by Cambridge University Press:  28 February 2022

Kenneth Kaye
Kenneth Kaye*
Affiliation:
The University of Chicago
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Extract

Although my two colleagues on this panel are bona fide philosophers who clearly have a bona fide interest in the ongoing controversy over IQ and the educability of children (which should mean that the topic requires no further defense), I nonetheless feel constrained to say a word in defense of our topic as a viable subject for discussion in a forum devoted to the Philosophy of Science. Perhaps this is because, as the representative of the discipline which created this mess, I fear you might associate me with it. You might feel that bad science is a bad subject for study by philosophers of science, and furthermore that anyone associated with such a discipline would be the last person to have anything intelligent to say about philosophy.

While it is true that we do not need a philosophy of bad science, a kind of Gresham's Law seems sometimes to operate, in which bad science drives out the good.

Type
Symposium: Genetics, IQ and Education
Information
PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association , Volume 1974 , 1974 , pp. 181 - 188
Copyright
Copyright © 1976 by D. Reidel Publishing Company, Dordrecht-Holland

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References

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