2012
DOI: 10.1007/s11218-012-9188-0
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Social representations of educability in Finland: 20 years of continuity and change

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Cited by 19 publications
(10 citation statements)
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“…Some neuromyths can have negative implications for practice and may indeed deny educability to learners (for a discussion of educability, cf. Räty, Komulainen, & Hirva, 2012). For instance, believing that developmental differences in brain function cannot be remediated by education implies strong limitations about the effectiveness of education and learning.…”
mentioning
confidence: 99%
“…Some neuromyths can have negative implications for practice and may indeed deny educability to learners (for a discussion of educability, cf. Räty, Komulainen, & Hirva, 2012). For instance, believing that developmental differences in brain function cannot be remediated by education implies strong limitations about the effectiveness of education and learning.…”
mentioning
confidence: 99%
“…Rather, less academically educated parents are inclined to favour social explanations, such as a criticism that schools' definitions of intelligence are invalid and actually based on children's home backgrounds (Räty, Komulainen, and Hirva 2012). As suggested by Mugny and Carugati (1989), representations of intelligence contribute to parents' social identities, but the specific significance of representations, as noted in the present study, depends on parents' social position in the educational hierarchy.…”
Section: Discussionmentioning
confidence: 52%
“…For instance, in their attitudes towards compulsory education, highly educated parents are apt to endorse a representation of "natural giftedness" (Räty, Komulainen, and Hirva 2012). The representation corresponds to a traditional, differential psychological definition of intelligence as a relatively permanent cognitive attribute of a few individuals, which then calls for selective educational measures.…”
Section: Introductionmentioning
confidence: 99%
“…Interesujących danych dostarczają międzynarodowe studia poświęcone społecznym reprezentacjom inteligencji i możliwości jej rozwijania/stymulowania (Mugny, Carugati, 1985;Carugati, Selleri, 2011), a także wzmiankowana już ich replika na gruncie fińskim (Räty, 2012(Räty, , 2015. Pojęcie inteligencji jest niezwykle naładowane znaczeniem i ma znamiona cechy silnie wartościują-cej osobę we współczesnym społeczeństwie, gdyż zwykle inteligencję wiąże się z sukcesem.…”
Section: Praca Nauczycielaunclassified