In response to:

Jensen and Flynn

suz Wrote: Nov 28, 2012 4:51 AM
i don't wish to over-simplify this subject but if you are privileged and exposed to a world of knowledge through university and travel, you should be smarter because of your ability in dealing w/many situations and experiences. if you are limited to what you have been taught and where you have gone, your mind will be smaller. if you sit in a room and read all day, you may have a great knowledge of what you read and even a greater imagination. it is likely, though, that you will suffer in social circumstances. obviously, i measure a person's i.q. w/their ability to critically think, make assessments and then decisions. if a person is naturally lacking in these abilities, this has to do w/an issue at birth. we are all the same.
Jeff2422 Wrote: Nov 29, 2012 12:14 AM
IQ is not about knowledge. It is about brain function and utilization of those functions. The issues have revolved around the language skills portion because of the terminology used which can have an affect on the results due to cultural differences. The purpose of the tests and this data is to learn about brain functioning on a broad scale in order to see if the data can lead to broad conclusions for educational purposes. How we are wired, and if there are differences, amongst groups is helpful in developing teaching techniques to meet the individual needs of students in a general sense. The problem has been is that the purpose has been corrupted to use the data to prove some genetic superiority of one group or another. (cont.)
Jeff2422 Wrote: Nov 29, 2012 12:21 AM
It is poor educational policy to think "we are all the same" because there are differences in how different groups of people react to different teaching techniques. IQ is only one component of this research combined with things like gender, culture, and economics. The point is to improve teaching techniques so that regardless of your background each student can reach his/her learning potential in an Information Age. The politically correct view of one size fits all because we are all the same is emotionally satisfying, but it leaves a lot of kids behind simply because we did not take a few minutes to understand what approach would work best with that student.

Anyone who has followed the decades-long controversies over the role of genes in IQ scores will recognize the names of the two leading advocates of opposite conclusions on that subject-- Professor Arthur R. Jensen of the University of California at Berkeley and Professor James R. Flynn, an American expatriate at the University of Otago in New Zealand.

What is so unusual in the academic world of today is that Professor Flynn's latest book, "Are We Getting Smarter?" is dedicated to Arthur Jensen, whose integrity he praises, even as he opposes his conclusions. That is what scholarship and science are...

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