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Discussion: (6 comments)

  1. Thomas Sullivan

    The goal of the educational establishment is political correctness, not education. Disgusting. No wonder foreign STEM graduates make US-born students look dumb.

  2. Florida resident

    Bravo, Dr. Murray !
    I remember some special fun: to invent 3-dimensional proofs of 2-dimensional theorems (i.e. theorems of planar geometry.)
    Example: prove that 3 medians of a triangle intersect each other in one and the same point, without using the notion of parallel straight lines (i.e. essentially without the use of 5-th Euclidian postulate.)

    On the other hand, watching Zimmerman trial, I was persuaded extra time, what a waste of human talent: profession of a lawyer. I am not talking about “narrative”, but these guys, on both sides, could follow rather elaborate logical constructions.
    How nice would it be —
    to use this “nuclear power”
    for science and industry !!!

  3. chris whited

    it’s never been about opportunity. Only about outcomes. So if you want “equal” outcomes, you rig “opportunity”.

    because obviously there is only one way to validate you “equal opportunity” actions. And that is through outcomes.

    This isn’t one single difficult thing about this to figure out.

  4. chris whited

    there isn’t one single, difficult thing about this to figure out. Sorry for the typo

  5. It’s interesting that Google no longer takes GPA’s seriously. They have discovered from internal research that they do not correlate to improved performance, except to a marginal degree for staff fresh out of college. And that positive correlation apparently disappears completely after about 1 or 2 years on the job.

    This is the first research I’ve heard of that tests for the commercial relevance (actual job-performance) of higher education, while normalising for our professional/cultural assumptions.

    If higher education does not achieve what we think it achieves, then in some cases it could be functioning as much as a false-filter of skill, than an enhancer of skill. Alas – we must be careful how we both measure and define talent!

  6. One thing about the IQ tests:

    I remember Bill Gates saying that if you make a computer programme do twice as much stuff, it becomes 10x more complex. I would assume that extra complexity comes from the need to *integrate* the functionalities into the master system.

    I think human intelligence may be similar. I’m suspicious that, maybe, most of our brain power/work is not localised to relatively narrow and separate functions, but instead to the integration of those functions. Ultimately, every real-world mental skill we have is made up of multiple functions. The whole brain, not just a part of it, lights up when we perform a given task (well, at least to some degree).

    But, the IQ test only tests for the brains intelligence in isolated parts. But, the IQ test nonetheless correlates well to real world professional performance….

    I think there could be two reasons for that. First, you can expect a positive correlation with real intelligence and almost any task requiring mental aptitude (over broad groups) for natural reasons. But also, we live in an institutionalised society where “compartmentalised” thinking…or should I say “technician” thinking…is in hot demand. Our need for hyper-specialisation may be creating an exaggerated value for thinking ability that has little to do with the integration between the functions.

    However, as I believe, the essence of brilliance comes from the integration (often unusual, and intensive) of a number of specialised functions, leading to unusual mental skills.

    Is our practical need for (mostly) technicians leading to an education system that effectively suppresses the potential for real human brilliance? Are we ignoring (and failing to test for) a major part of human intelligence?

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