The Best Way to Get Intelligence - The Culture of Possibility

Can success in life be predicted by intelligence measured on IQ tests?

The hereditarian view of intelligence claims that cognitive inequalities are written in our genes as well the social inequalities that arise from them. This view accepts that IQ differences between ethnic groups are a matter of heredity.  The accepted IQ ranking in racial/ethnic groups are – Ashkenazi Jews, East Asians, whites in general and then blacks.   Although this view has been denounced as racism wrapped up in pseudoscience it is still believed.  Unfortunately when a teacher believes this idea even as a generality it limits and cripples the success of their students.

In “Intelligence And How To Get It” Richard Nisbett puts forth evidence that stresses the importance of non-heredity factors in determining IQ.  This “new environmentalism” comes from neuroscience and genetics as well as from studies of educational interventions.

In a nutshell what Nisbett has found is that IQ differences are largely environmental and that extensive early childhood interventions have produced enduring IQ gains.  The challenge is in finding and implementing the right kinds of educational programs.  Nisbett believes that nearly everyone can be propelled above the threshold of an IQ of 115.

The way to gain intelligence is to live in an environment rich in possibilities.  Not only is it critical for parents especially those from poor and disadvantaged homes to have lofty goals for their children but for their teachers to have these same goals as well.  Embracing a possibility even one that seems unachievable is the first step to seeing it happen.

Imagine the story of Joyce Gladwell who grew up in the poor Caribbean island of Jamaica. She was able to go to high school only because her mother Daisy Nation was a dreamer and an idealist.  Daisy Nation’s ambitions made her a force to be reckoned with. These ambitions made it possible for her daughters to go to college.

A rich environment uses what’s available and the very first place is in our language. Language must be fine-tuned and practiced the same way a musician tunes and practices with an instrument.  With language children learn to question, to explore, to be engaged, to be creative, to dream and to aspire.    Children become masters of their language when they are talked to, read to, and questioned.  This is the beginning for enrichment and achievement and it must be woven into the fabric of everyday life.

Every parent and teacher can embrace the culture of possibility.   Embracing this culture is giving a gift to your child, to your student.  And it’s a gift that every child deserves.