Walton, Gregory M. “
The Myth of Intelligence.” In
Education, Justice, and Democracy,
edited by Danielle Allen and Rob Reich. Chicago: The University of Chicago Press, 2013.
Publisher's VersionAbstractThis chapter, which draws on recent work in psychology to demonstrate the socially situated nature of human intelligence, shows that intellectual performance is not simply lodged within individuals' high test scores, straight As are not owned by a person alone, and poor scores or bad grades are not only the student's responsibility. Rather, intellectual performance is an emergent property of persons and social situations—an interaction between the two. These findings suggest that conceptualizing “intelligence” as a stable property of individuals and a reliable way of distinguishing between them may be inappropriate.