David Stenhouse

David Stenhouse was born in Sutton, Surrey, England on 23 May 1932. He proposed the "4-factor" theory of evolutionary intelligence and was active in ethology, education, evolutionary biology and philosophy of science in Australia and New Zealand.

He is currently retired and living in Palmerston North, New Zealand.

Early Life and Family

Stenhouse spent his childhood on the outskirts of London and in South-West Scotland, where his parents were from. His paternal grandfather, also called David, was the headmaster of the Sandbank school. The son of J.F.M. & M.M. Stenhouse, he has one sister, Joyce. His parents moved to New Zealand when he was in his teens. He has 7 children from 2 marriages. His eldest son, Dr. John Stenhouse, was a lecturer in History at Massey University, and is currently Associate Professor in History at the University of Otago.

Work

After taking degrees in both Philosophy (under John Passmore) and Zoology at the University of Otago, he lectured at Universities in New Zealand and Australia - in the Department of Zoology at The University of Queensland, the Department of Education at Massey University, and the Department of Psychology at Massey University. He is the author of a number of books and articles.

Selected publications

Books

• Crisis in Abundance, published in 1966 (Heinemann).
• Unstated assumptions in education : a cross-cultural investigation, published in 1972 (ISBN 9780457012108).
• The Evolution of Intelligence : A general theory and some of its implications, published in 1974 (Allen and Unwin, ISBN 9780045750177 and ISBN 9780064965187) (Japanese edition: "Chino no shinka : chiteki kodo no ippan riron"; Italian edition).
• Active Philosophy in Education and Science: Paradigms and Language-Games, published in 1985 (Cambridge, MA: Allen and Unwin. ISBN 9780043701423 and ISBN 9780043701416).

Articles

• "The Redpoll in New Zealand : Interbreeding Sub-species", Nature 186 (4723): 488–490, 1960, doi:10.1038/186488a0 
• Breeding attempt of Struthidea in Brisbane. Emu 63, 283–286, (1963).
• "Teleonomic Teaching and the Supply of Biologists", Nature 206 (4987): 867–868, 1965, doi:10.1038/206867a0 
• O'Connor's Paradox and the Teaching of Educational Philosophy. British Journal of Educational Studies, Vol. 16, No. 3 (Oct., 1968), pp. 243–257.
• Good Persons, Good Teachers and Language-Games. Educational Philosophy and Theory 1 (1), 41–50, May 1969. Online reference:
• Scientific Creativity: "Normal" or "Revolutionary". Australian Journal of Education, 15, 2, 171-84, Jun 71.
• Objective Tests, Creativity and Language Games. Australian Journal of Education, 20, 2, 169-83, Jun 76.
• Evolutionary, Adaptive, and Ethogical Considerations in the Assessment of Intelligence. Interchange, 7, 3, 51-61, 76-77.
• Human Ethology, Education, and Learning. Interchange, 8, 3, 89-101, 77-78.
• Conceptual Change in Science Education: Paradigms and Language-Games. Science Education, v70 n4 p413-25 Jul 1986.