All advanced societies maintain a commitment to equal educational opportunity, which they claim to implement through a public school system that is charged toprovide all children with an education up to a state-enforced standard. Indeed, what public schools do, even in the best of circumstances, is to provide all children with a more or less equal exposure to educational inputs, rather than to guarantee them equal educational attainment. Children, as the schools receive them, differ markedly in their docility — due (...) in part to innate ability, but perhaps due more to the economic status and cultural practices of their families. Many, including myself, believe that the task of schools should be to provide some measure of equal educational attainment among students of heterogeneous talent and background. Schools should devote more educational resources to students who require them in order that they be educated to an acceptable standard. (shrink)

This paper considers the impact which developments in neuroscience seem likely to have on our inherited, intuitive psychology ? the system of beliefs called ?folk psychology? by enthusiasts for its elimination. The paper argues that while closer relations between a developing genuinely scientific cognitive psychology and a burgeoning neurological understanding are to be welcomed, physiology will not reduce psychology, and the concepts belonging to intuitive psychology will be transformed and enriched, but not discredited or discarded, when psychology, in its cognitive (...) form, emerges as a science with genuine explanatory power. The analogy between belief and desire, on one hand, and witches and phlogiston, on the other, is rejected. So is the parallel between folk psychology and folk physics. We face the choice, on Churchland's principles, between the rejection of historical, literary, and moral culture, and accepting a dualism in human thought which despairs of a comprehensively naturalistic vision of ourselves. (shrink)