Although the commonly accepted view is that there are such things as natural talents, more than 2... more Although the commonly accepted view is that there are such things as natural talents, more than 20 years of research suggests the opposite. What passes for talented is attributable to a combination of social andenvironmental factors. If the current research on this topic holds true, then there are implications not only for various theories of distributive justice, but there are also serious implication for real world distributions. In this article I will argue that talent is not innate and that our belief in its innateness has serious theoretical and practical implications for distributive justice. Many of these implications can be seen in the ways resources and opportunities are distributed; particularly in the way they affect distributions to children.
John Brenkman, The Cultural Contradictions of Democracy: Political Thought Since September 11 Rev... more John Brenkman, The Cultural Contradictions of Democracy: Political Thought Since September 11 Reviewed by.
Beginning in the 1970s, many school US school districts reallocated their already scarce resource... more Beginning in the 1970s, many school US school districts reallocated their already scarce resources from local schools to specially created magnet schools. Many of these magnet schools have some sort of entrance exam, portfolio, or audition requirement that students must pass in order to gain admission. These selective magnet schools are predicated on the idea that there are certain students who have natural talents and abilities that justify their inclusion in these programs. Such programs are seen as simple meritocracies that look beyond race, gender, ethnicity or socio-economic to encourage the innate talent of certain individuals. It is the assumption that such innate talents exist that I take issue with in this article. The assumption that selective magnet schools are simply rewarding talent ignores the overwhelming amount of research that shows that talent is not innate, but is a combination of opportunity, encouragement, and deliberate practice. Based on this research, I argue...
Beginning in the 1970s, many school US school districts reallocated their already scarce resource... more Beginning in the 1970s, many school US school districts reallocated their already scarce resources from local schools to specially created magnet schools. Many of these magnet schools have some sort of entrance exam, portfolio, or audition requirement that students must pass in order to gain admission. These selective magnet schools are predicated on the idea that there are certain students who have natural talents and abilities that justify their inclusion in these programs. Such programs are seen as simple meritocracies that look beyond race, gender, ethnicity or socio-economic to encourage the innate talent of certain individuals. It is the assumption that such innate talents exist that I take issue with in this article. The assumption that selective magnet schools are simply rewarding talent ignores the overwhelming amount of research that shows that talent is not innate, but is a combination of opportunity, encouragement, and deliberate practice. Based on this research, I argue...
Although the commonly accepted view is that there are such things as natural talents, more than 2... more Although the commonly accepted view is that there are such things as natural talents, more than 20 years of research suggests the opposite. What passes for talented is attributable to a combination of social andenvironmental factors. If the current research on this topic holds true, then there are implications not only for various theories of distributive justice, but there are also serious implication for real world distributions. In this article I will argue that talent is not innate and that our belief in its innateness has serious theoretical and practical implications for distributive justice. Many of these implications can be seen in the ways resources and opportunities are distributed; particularly in the way they affect distributions to children.
John Brenkman, The Cultural Contradictions of Democracy: Political Thought Since September 11 Rev... more John Brenkman, The Cultural Contradictions of Democracy: Political Thought Since September 11 Reviewed by.
Beginning in the 1970s, many school US school districts reallocated their already scarce resource... more Beginning in the 1970s, many school US school districts reallocated their already scarce resources from local schools to specially created magnet schools. Many of these magnet schools have some sort of entrance exam, portfolio, or audition requirement that students must pass in order to gain admission. These selective magnet schools are predicated on the idea that there are certain students who have natural talents and abilities that justify their inclusion in these programs. Such programs are seen as simple meritocracies that look beyond race, gender, ethnicity or socio-economic to encourage the innate talent of certain individuals. It is the assumption that such innate talents exist that I take issue with in this article. The assumption that selective magnet schools are simply rewarding talent ignores the overwhelming amount of research that shows that talent is not innate, but is a combination of opportunity, encouragement, and deliberate practice. Based on this research, I argue...
Beginning in the 1970s, many school US school districts reallocated their already scarce resource... more Beginning in the 1970s, many school US school districts reallocated their already scarce resources from local schools to specially created magnet schools. Many of these magnet schools have some sort of entrance exam, portfolio, or audition requirement that students must pass in order to gain admission. These selective magnet schools are predicated on the idea that there are certain students who have natural talents and abilities that justify their inclusion in these programs. Such programs are seen as simple meritocracies that look beyond race, gender, ethnicity or socio-economic to encourage the innate talent of certain individuals. It is the assumption that such innate talents exist that I take issue with in this article. The assumption that selective magnet schools are simply rewarding talent ignores the overwhelming amount of research that shows that talent is not innate, but is a combination of opportunity, encouragement, and deliberate practice. Based on this research, I argue...
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