educational-system

While the debate over intel­li­gence rages on many fronts, the bat­tle over the impor­tance of hered­i­ty rages loud­est. It’s easy to see why. If the camp that argues intel­li­gence is 75 to 85 per­cent genet­i­cal­ly deter­mined is cor­rect, then we’re faced with some tough ques­tions about the role of edu­ca­tion. If intel­li­gence is improved very lit­tle by schools, and if the IQ of the major­i­ty of the pop­u­la­tion will remain rel­a­tive­ly unchanged no mat­ter how well schools per­form, then should school reform real­ly be a priority?

More to the point, if our genes large­ly deter­mine our IQ, which in turn under­lies our per­for­mance through­out our lives, then what is the role of school? For some in this debate the answer to that ques­tion is sim­ply, “to be the best you can be.” But that seems lit­tle com­fort for those who aspire to “be” more than what their IQ cat­e­go­ry pre­dicts they will.

Those on the oth­er side of this debate ques­tion whether hered­i­ty plays as big a role as the strong hered­i­tar­i­ans claim. And for the role it does play, they ques­tion whether hered­itabil­i­ty implies immutabil­i­ty. Hered­i­ty of height, for exam­ple, is about 90 per­cent, and yet aver­age height in sev­er­al pop­u­la­tions around the world has been steadi­ly increas­ing due to non-genet­ic influ­ences, like nutri­tion. If such a strong hered­i­tary trait can be rad­i­cal­ly altered by envi­ron­men­tal factors–and height is but one exam­ple of this–then why is intel­li­gence different?

It is not, argues the camp that might best be described as intel­li­gence opti­mists. For them, the pes­simism that col­ors the strong hered­i­tar­i­an posi­tion isn’t only dis­cour­ag­ing, it’s dan­ger­ous. Too much is hang­ing in the bal­ance for pes­simism about the poten­tial of our chil­dren to prevail.

Richard Nis­bett is a cham­pi­on of the intel­li­gence opti­mist camp, and with his lat­est book, Intel­li­gence and How to Get It: Why Schools and Cul­tures Count, he has emerged as the most per­sua­sive voice mar­shalling evi­dence to dis­prove the hered­i­ty-is-des­tiny argu­ment. Intel­lec­tu­al advance­ment, Nis­bett argues, is not the result of hard­wired genet­ic codes, but the province of con­trol­lable fac­tors like schools and social environments–and as such, improv­ing these fac­tors is cru­cial­ly impor­tant. [Read more…] about Can You Out­smart Your Genes? An Inter­view with Author Richard Nisbett