Abstract systematic thinking is exceptionally important in modern societies. And I used to believe that that abstract systematic thinking was mostly a product of formal education – indeed I regarded this as the main function of formal education . But I now recognize that abstract systematic thinking is pretty close to a definition of IQ; and that strongly IQ related (or heavily ‘g-loaded’) educational outcomes – such as differentials in reading comprehension and mathematical ability – are very difficult/impossible to improve in a real and sustained fashion by educational interventions .
In other words, a person’s level of ability to think abstractly and systematically is mostly a biological given – and not a consequence of formal education. The implication is that formal education should not be focusing on trying to do what it cannot do – i.e. enhance IQ. Instead, formal education should focus on educational goals where is can make a difference: i.e. the teaching of specific knowledge .
I’m not sure what to make of this except to say it has the smell of truth about it and the ideas presented have almost no chance of being implemented.