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In this article, Joe Kincheloe and Shirley Steinberg critique and challenge the reductionist conceptions of intelligence that underlie cognitive developmental theory. The authors formulate a post-Piagetian cognitive theory that is informed by and extends critical, feminist, and postmodern thought. By delineating the features of what they refer to as a "post-formal" way of thinking, the authors provide practitioners with a framework for reconsidering both curricular and pedagogical practices.
Kincheloe et al. (Wed,) studied this question.
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