reply to post by tadaman
While every country should, in terms of intelligence quotient, be similar according to normative analysis, different variables can alter the
functionality of that intelligence. The key variable for this difference would be education and that would result in the differences between the
testing of foreigners v. US. There is a duality within the educational system here in the US. The majority of students go through schooling without
learning basic concepts such as critical thinking, logic, and more. They are essentially given lessons to learn by rote and repetition. Makes for
good and obedient workers.
The second aspect of the US educational system is for the intellectual elite. However, one of the interesting things about this program is that there
has been persistent allegations that children of wealthy parents are basically put into these programs due to their parents' pressure. This second
type of education begins with teaching subjects such as critical thinking (usually at the 3rd grade level), analysis, game theory, and more. Both of
my children were in such programs (as was I). Just last week, one of my daughter's classmates asked the teacher what the difference was between
their class and the other class of the same name (same teacher for both). Their teacher responded that in the other class, the students are simply
asked to memorize information. In their class, however, they are asked to both memorize information and deal with it creatively.
Straight out of Bertrand Russell's Scientific Outlook:
Two forms of education modeled after the Jesuits.
Education in a scientific society may, I think, be best conceived after the analogy of the education provided by the Jesuits. The Jesuits
provided one sort of education for the boys who were to become ordinary men of the world, and another for those who were to become members of the
Society of Jesus. In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are
to become holders of scientific power.
Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably
contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will
be brought into play. Children will be educated from their earliest years in the manner which is found least likely to produce complexes. Almost all
will be normal, happy, healthy boys or girls. Their diet will not be left to the caprices of parents, but will be such as the best biochemists
recommend. They will spend much time in the open air, and will be given no more book-learning than is absolutely necessary. Upon the temperament so
formed, docility will be imposed by the methods of the drill-sergeant, or perhaps by the softer methods employed upon Boy Scouts. All the boys and
girls will learn from an early age to be what is called"co-operative," i.e. to do exactly what everybodyis doing. Initiative will be discouraged in
these children, and insubordination, without being punished, will be scientifically trained out of them
Use of psycho-analysis in the schools--Educational psychology--check.
Use of biochemistry--Ritalin et al--check.
Diet not left to the caprices of parents--School lunch program (breakfast available, too!)--check.
Much time in the open air--Recess--check.
No more book learning than necessary--Minimum basic standards--check.
Methods of a drill sargeant but softer--authoritarian relationship between staff and student--check.
Cooperative work--school group projects--check.
The second form of education as per Russell, aka The Governing Class
Those children, on the other hand, who are destined to become members of the governing class will have a very different education. They will be
selected, some before birth, some during the first three years of life, and a few between the ages of three and six. All the best-known science will
be applied to the simultaneous development of intelligence and will-power...The scientific outlook will be instilled from the moment that a child can
talk, and throughout the early impressionable years the child will be carefully guarded from contact with the ignorant and unscientific. From infancy
up to twenty-one, scientific knowledge will be poured into him, and at any rate from the age of twelve upwards he will specialize on those sciences
for which he shows the most aptitude... From the age of twelve upwards he will be taught to organize children slightly younger than himself, and will
suffer severe censure if groups of such children fail to follow his lead. A sense of his high destiny will be constantly set before him, and loyalty
towards his order will be so axiomatic that it will never occur to him to question it. Every youth will thus be subjected to a threefold training: in
intelligence, in self-command, and in command over others.
Early identification/selection from "governing class"--identification begins as early as kindergarten--check.
Scientific outlook instilled/Science poured in-- critical thinking, analysis and statistics, heavy emphasis on STEM subjects--check.
Guarded from contact with the ignorant and unscientific--segregated learning environment that fosters isolation from core school--check.
Specialization in sciences of most aptitutde--Individualized Education Plan with heavy focus on STEM--check.
Taught to organize children slightly younger--students are assigned younger children to be "buddy" to (not kidding), heavy emphasis on use of
persuasion including written--check.
Sense of high destiny--The Hero's Journey--check.
Loyalty to his order--propaganda usage--check.
Continuation to age 21--in middle and high school, specialized magnet schools for exceptionally talented youth. At college level, I know I received
an invitation to join a specialized peer group of similar individuals, which I declined.--check.
The Scientific Outlook by Bertrand Russell, page 235 in
Doesn't look so good. On a rather silly and related side note to hammer in this probability, when Bertrand Russell was 11 years old, he was
introduced to the works of Euclid. Last year, my daughter and her peers learned all about Euclid's work including perfect numbers and Mersenne
Primes at ages 10-11. Kind of a major coincidence there. Grade schoolers don't typically learn number theory.