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Arthur Jensen "How Much Can We Boost IQ and Achievement?" is a 1969 article by Arthur Jensen published in the Harvard Educational Review. [1] Controversy over the article led to the coining of the term Jensenism, [2] defined as the theory that IQ is largely determined by genes, including racial heritage. [3]
Named after educational psychologist Arthur Jensen, it was originally defined as "the theory that IQ is largely determined by the genes". The term was coined after Jensen published the article "How Much Can We Boost IQ and Scholastic Achievement?" in the Harvard Educational Review in 1969. [1] It has since been included in several dictionaries. [2]
Arthur Robert Jensen (August 24, 1923 – October 22, 2012) was an American psychologist and writer. He was a professor of educational psychology at the University of California, Berkeley.
He was Professor of Social Psychology in the Department of Social Psychiatry at Harvard Medical School. [4] Here he was involved in teaching research methods to psychiatry residents. At the same time he began to publish a series of important works on aspects of qualitative research. His classic work on Research Interviewing was published in 1991.
The Harvard Educational Review is an academic journal of opinion and research dealing with education, associated with the Harvard Graduate School of Education, and published by the Harvard Education Publishing Group. The journal was established in 1930.
William Graves Perry Jr. was born in Paris and graduated from Harvard University. [3] He was the son of architect William G. Perry and Eleanor Gray (Bodine) Perry. [4]He was a professor of education at the Harvard Graduate School of Education and founder and longtime director of the Bureau of Study Counsel.
Robert L. Selman (born May 7, 1942) is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. [1] He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. [2]
Early research demonstrated that directed discovery had positive effects on retention of information at six weeks after instruction versus that of traditional direct instruction. [ 7 ] It is believed that the outcome of discovery based learning is the development of inquiring minds and the potential for life-long learning.