IQdebate

How changeable are IQ test scores?
1. Introduction A continuation of the critical thinking theme of interpreting scientific ideas in relation to the actions favored by the exponents of those ideas is to pose a question that can be asked of all sides: What can we do (on the basis of the science)?

1b. Mini-lecture (interactive) > * The world is not a simple matter of genes explaining anything and everything, especially differences between averages for groups. Be skeptical of anyone who wants you to think it could be simple. (They are not being true to the science of average group differences.) Instead, ask questions—dig deeper into the complexity. >
 * Interpreting parent-offspring height patterns
 * Interpreting differences in averages for groups

2. Reading A famous debate occurred around 1970 between Jensen (1923-2012) an educational psychometrician (analyst of psychological data) who believed that IQ was inherited and difficult to change and Lewontin (b. 1929), a population geneticist (evolutionary biologist) who argued that Jensen's method was flawed and who believed that society had not tried very hard to boost intelligence. The reading does not include the original Jensen article in the Harvard Educational Review because it is too long, so you have to discern his arguments from Lewontin's account of them and Jensen's response to Lewontin. Read and unpack their exchange by making up a charts along the following lines, where you add rows for each new point, leave a cell blank if there is no response by the other person, and use "Notes" to record your response to their points, e.g. What convinces you? What don't you understand? (It is difficult material so don't be afraid to say when you don't follow the technicalities.) When you look at the exchange as a whole, consider what political, social or other assumptions are involved in the argument. What actually gets answered and what not?


 * Jensen’s arguments in Lewontin’s account || Lewontin on specific points of Jensen’s arguments || Notes ||
 * e.g., because blacks perform, on average, more poorly than whites on IQ tests, and because compensatory education programs have failed to remove this difference (due to his hypothesis that IQ is genetic), there is no use trying to remove the difference in IQ through education. || ................... || ...................||


 * Jensen’s (re)view of his own arguments || Notes ||
 * e.g., It is necessary to look at individual differences rather than taking it as read that “all children are alike.” This could be more fruitful than large scale programs based on a philosophy of general cultural enrichment.|| ...................||


 * Jensen on the points of Lewontin’s account || Lewontin’s response to Jensen on his (Lewontin’s) account || Notes ||
 * e.g., Lewontin’s paper has an ad hominem flavor. || ||...................||

Additional questions to prepare for class discussion: Jensen asserts that equal education does not work and that we need education tailored to the individual needs of students. Does he give any evidence that equal education had been attempted in the USA by the late 1960s? Do you know of any such evidence? Who do you think would find his assertion plausible (c. 1970) with little or no evidence given? What is the context that makes this plausible? If you need help thinking about these questions, do some internet investigation.

3. Activity Review the charts of arguments, counter-arguments, and missing arguments in the exchange What can we do on the basis of the science of Jensen? Of Lewontin? Review how this relates to the critical thinking theme of interpreting scientific ideas in relation to the actions favored by the exponents of those ideas.

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