I myself am a prime example of the way in which ignorance of IQ leads to a distorted understanding of education (and many other matters). I have been writing on the subject of education--especially higher education, science and medical education--for about 20 years, but now believe that many of my earlier ideas were wrong for the simple reason that I did not know about IQ. Since discovering the basic facts about IQ, several of my convictions have undergone a U-turn. Just how radically my ideas were changed has been brought home by two recent books: Real Education by Charles Murray and Spent by Geoffrey Miller. Since IQ and personality are substantially hereditary and rankings (although not absolute levels) are highly stable throughout a persons adult life, this implies that differential educational attainment within a society is mostly determined by heredity and therefore not by differences in educational experience. This implies that education is about selection more than enhancement, and educational qualifications mainly serve to 'signal' or quantify a person's hereditary attributes. So education mostly functions as an extremely slow, inefficient and imprecise form of psychometric testing. It would therefore be easy to construct a modern educational system that was both more efficient and more effective than the current one. I now advocate a substantial reduction in the average amount of formal education and the proportion of the population attending higher education institutions. At the age of about sixteen each person could leave school with a set of knowledge-based examination results demonstrating their level of competence in a core knowledge curriculum; and with usefully precise and valid psychometric measurements of their general intelligence and personality (especially their age ranked degree of Conscientiousness). However, such change would result in a massive down-sizing of the educational system and this is a key underlying reason why IQ has become a taboo subject. Miller suggests that academics at the most expensive, elite, intelligence-screening universities tend to be sceptical of psychometric testing; precisely because they do not want to be undercut by cheaper, faster, more-reliable IQ and personality evaluations.

译文

我本人就是一个典型的例子,说明对智商的无知导致对教育 (以及许多其他问题) 的理解失真。我已经写了大约20年的教育,尤其是高等教育,科学和医学教育,但现在认为我以前的许多想法是错误的,原因很简单,我不知道智商。自从发现有关智商的基本事实以来,我的一些信念发生了掉头。最近的两本书使我的想法发生了多么根本的变化: 查尔斯·默里 (Charles Murray) 的《真实教育》和杰弗里·米勒 (Geoffrey Miller) 的《度过》。由于智商和个性在很大程度上是遗传性的,并且排名 (尽管不是绝对水平) 在整个成年生活中都非常稳定,这意味着社会中的不同教育程度主要取决于遗传,因此不取决于教育经验的差异。这意味着教育不仅仅是选择,而教育资格主要用于 “信号” 或量化一个人的遗传属性。因此,教育主要是一种极其缓慢,效率低下且不精确的心理测试形式。因此,构建一个比目前的教育体系更高效、更有效的现代教育体系将是容易的。我现在主张大幅减少正规教育的平均数量和就读高等教育机构的人口比例。在大约16岁时,每个人都可以带着一套基于知识的考试结果离开学校,证明他们在核心知识课程中的能力水平; 并对他们的一般智力和个性 (尤其是他们的年龄等级的尽责程度) 进行有用的精确和有效的心理测量。但是,这种变化将导致教育系统的大规模缩减,这是智商成为禁忌话题的关键根本原因。米勒认为,最昂贵,最精英,智力筛选大学的学者往往对心理测验持怀疑态度; 正是因为他们不想被更便宜,更快,更可靠的智商和个性评估所削弱。

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