I've always said that a couple years in teacher's college is as good as a lobotomy, and the woolly-headed thinking about human nature that gets propagated there is the major cause of our education woes.
One of the unquestioned dogmas that gets passed on to each successive generation of teachers is that "every child can learn at high levels". This was one of the mantras of the Kentucky Education Reform Act of 1990, one of the most sweeping education measures ever approved by a state. And in the early 1990s, it was considered heretical to question it. All children are equal, and all have equal natural capabilities.
Charles Murray is the perfect person to address this issue, as he does in this article, with his background in dealing with the issue of nature and nurture, a debate the fire of which he threw a great deal of gasoline on in the late 1990s in his book The Bell Curve. Murray just reported the data, and the liberal media proceeded to do two things: either scream bloody murder, or stick their collective heads in teh sand.
What made the news was the very brief section in the book about intelligence and race, a rather unremarkable part of the book anyway. The real point of the book was to report what the evidence tells us about how both nature and nurture affect who we are and what we become. Murray and Herndon, the co-author, delivered the common sense conclusion that nature determined from 40-60 percent of what we become intellectually, and nurture the rest.
In this essay, Murray asks why it is that the education establishment just simply ignores this fact. I'll have more to say about it in the weeks to come.