INC3701
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number:
Due Date: 23 June 2025
QUESTION 1
The Bell Curve and the Construction of “Normality” in Society and Education
1. Introduction
The bell curve, originally developed as a statistical tool in the 18th century, has over time
been applied to human traits and behaviours, contributing to the construction of
"normality" in both societal and educational contexts. While it provides a useful model for
understanding statistical distribution, its application to people has led to problematic
practices in sorting, judging, and excluding individuals. In education, the influence of
bell-curve thinking has shaped pedagogical approaches, assessment methods, and
learner categorisation. This essay explores the historical development of the bell curve,
its role in defining "normality", and its implications in both educational and broader social
contexts. The discussion also highlights critical perspectives on bell-curve thinking and
explores inclusive alternatives that recognise human diversity.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
The Bell Curve and the Construction of “Normality” in Society and Education
1. Introduction
The bell curve, originally developed as a statistical tool in the 18th century, has over
time been applied to human traits and behaviours, contributing to the construction of
"normality" in both societal and educational contexts. While it provides a useful
model for understanding statistical distribution, its application to people has led to
problematic practices in sorting, judging, and excluding individuals. In education, the
influence of bell-curve thinking has shaped pedagogical approaches, assessment
methods, and learner categorisation. This essay explores the historical development
of the bell curve, its role in defining "normality", and its implications in both
educational and broader social contexts. The discussion also highlights critical
perspectives on bell-curve thinking and explores inclusive alternatives that recognise
human diversity.
2. Origins and Evolution of the Bell Curve
The bell curve, also known as the normal distribution, emerged from 18th-century
mathematics, particularly in the work of Carl Friedrich Gauss and others who used it
to describe statistical regularities in astronomical observations (Teaching for All,
2019: 8). The curve represents how values in a population tend to cluster around a
mean, with fewer values appearing as one moves away from the average. While this
model was useful in analysing natural and mathematical phenomena, it was later
extended into the social sciences.
In the 19th century, the bell curve began to be applied to human characteristics such
as intelligence, behaviour, and criminality. Sociologists and statisticians used it to
represent the ―average man,‖ placing commonly occurring human traits at the centre
and less common ones at the extremes (Mahlo, 2019: 9). Over time, this statistical
concept evolved into a normative framework, wherein the average became idealised,
and deviations from the average were often labelled as abnormal or undesirable
(Teaching for All, 2019: 10).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number:
Due Date: 23 June 2025
QUESTION 1
The Bell Curve and the Construction of “Normality” in Society and Education
1. Introduction
The bell curve, originally developed as a statistical tool in the 18th century, has over time
been applied to human traits and behaviours, contributing to the construction of
"normality" in both societal and educational contexts. While it provides a useful model for
understanding statistical distribution, its application to people has led to problematic
practices in sorting, judging, and excluding individuals. In education, the influence of
bell-curve thinking has shaped pedagogical approaches, assessment methods, and
learner categorisation. This essay explores the historical development of the bell curve,
its role in defining "normality", and its implications in both educational and broader social
contexts. The discussion also highlights critical perspectives on bell-curve thinking and
explores inclusive alternatives that recognise human diversity.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
The Bell Curve and the Construction of “Normality” in Society and Education
1. Introduction
The bell curve, originally developed as a statistical tool in the 18th century, has over
time been applied to human traits and behaviours, contributing to the construction of
"normality" in both societal and educational contexts. While it provides a useful
model for understanding statistical distribution, its application to people has led to
problematic practices in sorting, judging, and excluding individuals. In education, the
influence of bell-curve thinking has shaped pedagogical approaches, assessment
methods, and learner categorisation. This essay explores the historical development
of the bell curve, its role in defining "normality", and its implications in both
educational and broader social contexts. The discussion also highlights critical
perspectives on bell-curve thinking and explores inclusive alternatives that recognise
human diversity.
2. Origins and Evolution of the Bell Curve
The bell curve, also known as the normal distribution, emerged from 18th-century
mathematics, particularly in the work of Carl Friedrich Gauss and others who used it
to describe statistical regularities in astronomical observations (Teaching for All,
2019: 8). The curve represents how values in a population tend to cluster around a
mean, with fewer values appearing as one moves away from the average. While this
model was useful in analysing natural and mathematical phenomena, it was later
extended into the social sciences.
In the 19th century, the bell curve began to be applied to human characteristics such
as intelligence, behaviour, and criminality. Sociologists and statisticians used it to
represent the ―average man,‖ placing commonly occurring human traits at the centre
and less common ones at the extremes (Mahlo, 2019: 9). Over time, this statistical
concept evolved into a normative framework, wherein the average became idealised,
and deviations from the average were often labelled as abnormal or undesirable
(Teaching for All, 2019: 10).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
