IQ has become a rather disreputable topic lately. It has fallen victim to the claims of ‘hate
speech’ that attempts to close down discourse on topics found uncomfortable by
the liberal-left elite that has dominated our political and media class for the
last 40-50 years. A psychologist friend told me that nowadays IQ is not thought
to be a useful measure. I have seen twitter discussions claiming the same
thing. The basis for much of this is the statement that it is a racist
measurement, part of the claim that racism is the main issue for western
society and the root of all our ills. This essay looks at what IQ is, why it
matters, and how we could utilise IQ tests helpfully.
What is IQ? I suggest that it is a measure of how suited a
person is to western culture and particularly to the western education system.
Will they flourish, or will they stumble?
The basis for this suggestion is the origin of IQ tests. Created in the early 20th century,
when schooling had become compulsory, they sought to place children in suitable
educational environments. In the UK it was recognised that educational ability
was not evenly distributed throughout society, including crossing class
boundaries. The 1944 Education Act created three tiers of schools, and children
were allocated to them according to their performance in an IQ test. Were they academic, or practical? Would they
do best in a grammar school, or a secondary modern, or technical schools?For post-war
society to rebuild and flourish, it was important to train young people with
the skills we needed.
Unfortunately, our society values academic ability above
practical ability, and rewards it with status if not with money. Grammar schools were a route to social
mobility for high IQ working-class youngsters who might even go on toe
university funded by the state[1].
This was a totally new world opening up – and not surprisingly it was seen by
some as divisive.
Who saw grammar schools as divisive? The noisiest seem to have been socialist
politicians, the ones we would expect to be pleased to see working-class
children have new opportunities to flourish. Looking back at how the
liberal-socialists of the 1960s and 1970s worked to overturn the grammar
system, I wonder whether this was because they didn’t actually want working-class
people to better themselves and take a more forceful role in society. These politicians were middle-class
supporters of the working-class, but their view of the working-class was of
people unable to help themselves. If they were to enter universities and the
professions in large numbers, they would undoubtedly make their own decisions
about who represented their interests best, and the middle-class socialists
would be out of a job.
However, this wasn’t their only or most serious point of
concern. The liberal-socialist
politicians were also those pushing for multiculturalism, an idea that arose
largely from growing imperial guilt and a theory of racism as something
despicable and uniquely the province of white people[2].
Although multiculturalism initially involved bringing people from the Empire
over to Britain to work – people who spoke English, were accustomed to British
law and history, saw Britain as the ‘mother country’ and were largely Christian
– there were cultural differences in food, clothing, music, forms of worship,
use of the English language, how people were spoken to, the noise level of
everyday life etc – which were at odds with the British way of life.
Multiculturalism was meant to make the British accept norms and values that
were totally foreign to them.
When it came to educating the children of these immigrants,
it quickly became clear that in general they did not do well at school. If a selective education system based on IQ
tests were to continue, it would soon be apparent to everyone that most
immigrants were in the non-academic schools, because they were not very
academically bright. Such a reality played into the racism discourse that arose
from the period of slavery, that Africans were not as clever as white
people. Since socialists are driven by
ideology rather than evidence, the thought of accepting evidence that Africans
are less bright than white people as real was too much. Socialist ideology claims that all are equal,
including roughly equally bright, and all should have an equal outcome of
education. If numbers of university
entrants was the measure of equality of outcome, something must be changed
about how to achieve that outcome. Since
clearly most immigrants were not as academically able as the indigenous
population, this must be masked by removing the measurements that made it
obvious.
The answer was to abolish the 11+ IQ test, abolish grammar
schools, and make all (nearly all) schools comprehensive. Then because of the low ability of many
students, the standards had to be reduced. It is now no secret that many
A-level exams are closer to O-levels from 30 years ago, and many degree level
exams have content and ability-requirements that were A-level standard 30 years
ago. The final element of dumbing down education was to expand the university
system so that practical courses – previously taught at polytechnics – became
university courses, and students had to pay fees. Once students pay fees, the
expect a result – a degree. Therefore pass marks fell, no student fails a
degree any more, decent academics have left the profession in droves, and their
places are taken by people who would never have qualified for a university post
even 20 years ago. A degree no longer gives employers any idea of ability even to
read and write properly! The time when
the state paid for the brightest young adults to train for the professions at
university, so that they would be useful to the state, are long gone.
What has all this to do with IQ? We need to go back to the
question of what IQ measures. If it
measures the ability to flourish in western society and education, this is not
a value judgement. It does not suggest that people with lower IQ are
intrinsically less valuable than those with a high IQ. There is a range of IQ within
every society – but as various studies have shown, there is a range in IQ
between cultures. Therefore it is not
surprising that people from other cultures may not measure at the same IQ level
as those whose culture created the measure – because it is designed for
indigenous people, not for incomers. If the understand the origin and purpose
of IQ tests, the claim that they are racist has no traction. Such a claim is
only made because Africans and many Asians score lower than Europeans – though some
Far East Asians score higher (so how does the racism trope play out there?).
For ideological socialists and liberals, such a truth cannot be tolerated.
Therefore the racism card is played, to undermine the entire system.
So what are these IQ scores?
The average IQ of western Europeans is 100. As this is an average, many
people fall above or below this score. In the UK an IQ of 80-90 is named ‘dull
normal’ or ‘backward’, while 70 is regarded as the top of the educationally
retarded range, and young women who become pregnant and have an IQ below 70 are
liable to have their baby removed for adoption. Pre-PC terminology such as
‘mentally defective’, ‘moron’ and ‘imbecile’ was used for people with an IQ
below 60, with a whole range of schema to choose from but all roughly the same.
The average IQ of Somalis is 68. The further south you go in
Africa, the lower the average IQ. There
may be very sound reasons for this. As long as IQ is not taken as a measure of
VALUE, this is merely information[3]. Similarly, the average IQ in Hong Kong and
Singapore is 108, higher than European, and again their may be good reasons for
this. What matters here is that IQ is
related to the form of society created by the group. In particular, IQ is involved in
self-control. The higher the IQ, the
better self-control you have. This clearly affects the form of society: a high
IQ group with expect high levels of self-control (a value that is tightly
related to achievement at school and in work, more so than self-esteem).[4] A low IQ society will need tighter rules to
ensure good behaviour.
The UK is currently suffering from an ‘epidemic’ of knife
crime, particularly in London but also in Birmingham and Manchester. They also
suffer from gang culture. Often the two are intimately linked. The vast
majority of perpetrators and victims of knife crime are young black men. Why
should this be?? The politicians are wringing their hands in despair, Labour
politicians blame cuts in police funding by the Tory government even though the
Metropolitan Police have moved hundreds of officers on to duty dealing with
on-line ‘hate crime’ rather than putting them on the streets. Calls have been
made for a ‘knife-crime tsar’ to look into the issue. They won’t get anywhere, because the real
issue is something they dare not name: low IQ.
We have millions of immigrants with IQs well below the UK
average, many falling in the ‘retarded’ category. Remembering that IQ is a measure of how able
people are to function in our high IQ society – one that depends heavily on
self-control, common sense, and harm minimisation, with traditionally low crime
and consensual policing – it is not difficult to see that people with low IQ
will struggle in this situation. However
much standards are reduced in schools, we are never going to get them low
enough for people with an IQ of 50 to cope.
Such people are normally classified as having special educational needs
– yet the Somalis clearly are not in a category that needs help with feeding
and getting dressed. They are perfectly capable of functioning in Somali
society, which has been created by and for people with an average IQ of 68.
They have adopted a ‘religion’ (which is really an ideology) which gives no
scope for personal decision-making or critical thinking, but sets out the rules
to be obeyed and the punishments for infringement.
Putting boys of this calibre and mindset into our schools
sets them up for failure. They need tight rules and small groups that allot
status according to ‘respect’, which is based on fear and access to power and
money, rather than achievement in the workplace. Somalis do not have a concept
of work or jobs as we do: they are agrarian, with a plot of land for
subsistence farming, with some spare produce to take to market, and they sell
their unskilled manual labour to those who will buy it. Therefore status cannot
come via the professions or skilled labour as it does in Europe. Therefore, as our education system means
little if anything to them, they congregate in gangs with strict rules of
membership and punishments for infringement.
They gravitate toward illegal ways to make money which also bring
status: drug dealing and petty crime. Knife crime is a by-product of this
culture of gangs and drugs. Initiation rites often include committing crimes
such as theft or murder. Defending gang territory leads to battles and knifing
of opposing gang members. To the rest of us it is mindless. To the Somalis and
other black and Asian youngsters in the same mindset, it is how they survive.
So the issue of knife-crime comes down to multiculturalism
and the liberal-socialist ideology that we should all be equal and therefore
should all be able to live the same way. The Somalis are an extreme case, but a
serious one because of the large numbers of them in the UK and Europe. The
solution to the knife-crime epidemic is to send them all back to Somalis or
wherever they came from. This may seem
cruel – they came here for a better life. But are they having a better life??
No, they are not. They are like fish out of water, with parents who don’t
understand the language let alone the culture they’ve brought their children
into so cannot help them. Their IQ is inadequate for them to understand how we
live, or to live this way even if they do understand it. They would be far better off back in Africa,
Asia or the Middle-East, among people with similar IQ in a society made for
people with that level of IQ. In fact, some
Somali parents have come to this conclusion and are sending their sons to
Africa to keep them safe[5]
(and their daughters to prevent them from becoming westernised). There they can
flourish. They will not have the handouts and benefits that they receive in the
UK, without having to lift a finger – but what kind of life is that, never
having to work or earn a living the way the majority do, just spending time
stabbing each other and hoping you don’t get killed today. Not the life I would
wish on anyone. However, it would
clearly be better in the whole family went back, rather than sending
adolescents to fend for themselves.
It’s time to stop being ‘cuddly-nice’ – which is actually
patronising, racist, and not a little hubristic – and recognise that we are doing these people
harm. The best thing for them – and for us – is remigration of all low-IQ
culture groups. Let them flourish in their proper environment rather than
perish in ours.
[1] My
father was a working-class East End Jew, who got to grammar school via the
11+. There he got an education his
parents could never have dreamed of.
[2] See also the issue of the
Arab-Israel war on 1973, resultant blackmail to obtain oil, and the ‘Euro-Arab
Dialogue’ to create a Mediterranean economic area with the mass importation of
Muslims and Islam into western Europe based on the Resolutions of Strasbourg.
[3]
Read my essay of IQ, Geography and Culture for more about this.
[4] The
field of Positive Psychology has worked on this area and there are various
books available on the topic.
[5] See,
for instance, reports in the mainstream UK press: https://www.theguardian.com/uk-news/2019/mar/09/british-somalis-send-sons-abroad-to-protect-against-knife-crime;
https://www.theguardian.com/uk-news/2019/mar/09/british-somalis-send-sons-abroad-to-protect-against-knife-crime;
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