The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen
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The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen
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Most people in the West believe that education is relatively fair today, and gives equal opportunity to all children. After all, the social barriers of an earlier time have disappeared and children are not discriminated against according to their background. There is, however, a deep mechanism behind this that lingers from an earlier time that does create discrimination, and does prevent all children from gaining equal opportunity in school and so in life. This mechanism lies in the cultivated belief we have today that a child is born with a quality of intelligence that can be known, and that this is directly linked to the socio-economic background of their parents. 'The Hidden Secrets of Intelligence' explains why a child's intelligence cannot be related to the intelligences witnessed in members of their family line. As it does so, it brings into question the whole concept of the Intelligence Quotient, or rather I.Q. as we have come to know it, and so brings realisation that we make a great mistake when we talk about the IQ of a person or how food effects IQ. IQ is only an idea that intelligence can be measured. It gives no suggestion as to what intelligence is or how it forms. Yet, because of the way we have been cultivated to think, when we use the term IQ we do think of intelligence as being largely inherited. To understand how the myth of a measurable intelligence arose, this book examines how Galton stimulated the idea of inherited ability, as a political weapon to counter the rise of early socialism in the 19th Century. From this, it explains how Galton led Spearman to create the idea that intelligence is a singular feature of the inherited mind, which we still hold to today, as a means to enable it to be measurable. This led Pearson to devise his system of comparison that claims to show, but does not, the relationship of the genes to the environment in intelligence. To bring balance to this, the book explains how the French scientist Binet created a simple test to differentiate normal children from those who may be retarded, and never created the intelligence test said of him, for he fervently believed intelligence could never be measured. Yet, it was only by corrupting Binet's one to one verbal assessment into a written Yes or No questioner, that enabled Goddard and Terman in America to be able to index human intelligence on such a massive scale that they were able to politically structure their society as they did. For it was through their work that the Scholastic Aptitude Test or SAT later came into being, which American education today functions through and operates about. While every civilisation from our first one 6,000 years ago has realised that power lies in the control of information, we have not realised in our time that it is the ability to make use of information, and so how intelligence is allowed to flourish within a society, that is where the real control lies. Without understanding this, we never saw why the social changes that arose after the Second World War made only surface changes to the way education works, but never disturbed the basic framework upon which it operates. As 'The Hidden Secrets of Intelligence' explains why it is never possible to know the inherited value of the intelligences of any two normally born children, it introduces a whole new view of what intelligence could be. It is very important that we consider this, because if intelligence is not what we think it is, then the way we educate children is wrong!
The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen - Published on: 2015-09-21
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .58" w x 5.98" l, .81 pounds
- Binding: Paperback
- 274 pages
The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen Review These are five very important books that should be read by every parent and educator in the world. Dean David Martin Ph.D Gallaudet University Washington, D.C. USA These books should be in the library of each school in every corner of the world. They should also be part of the syllabus in the institutions who are offer child psychology, and teacher training diplomas and degree programs, or part of a refresher course. M.Imran Khan Director of Educational Training Saudi Arabia. Roy, These books should be the "BIBLE " of every educator and parent. Helen Hadar-Hen Headteacher Israel. "Roy, your writing is beautiful. It is as if I read a novel by Jane Austin. I am fascinated and very much impressed. These books should be the "BIBLE " of every educator. I learnt so much from your books. I have read many, many books and articles about education and these two books are the BEST !!! You are so profound. The books answer many questions that every educator asks . " Helen Hadar-Hen Headteacher Israel."Roy: I appreciate your time, energy and effort in this research." Erin Calhoun. National Institute of Learning Development. USARoy....thank you! I started reading the first bits and was immediately hooked (this does not happen often, maybe once a year, I'm SUPER fussy about books, I've read too many...). You are a fantastic writer, not just because your info is of obvious high quality (just skimming a bit made that obvious) but the way you write too - it's warm and entertaining and easy to read - no wonder you have such high applause from your critics! Lydia Cooper Mother and Graphic Designer South Africa.Roy I am enjoying your work immensely. It has been taking me longer to read than I had imagined because the of the weight/importance of your thoughts. I can see how thorough and current your research is, and I expect that the works in their entirety will draw together many threads and weave them into a rich texture of powerfully stated knowledge. I have not had to put this much time into reflection and soul searching since I read Janov's 'The Primal Scream' and 'The Feeling Child' way back in the 70s. Leigh Ann Collinge Retired Teacher Australia.Dear Roy I really like your way of writing. Your narrative writing style captures me as a reader in your universe. Do you keep some lectures in Europe over the summer? I would really like to attend a lecture. I might learn something from you. Lone Birgitte Skov Jensen Psychologist Denmark. "Just can't stop to read it, once you pick it up!" Denise Nakata Mother and Teacher Japan."Roy, These are four very important books that should be read by every parent and educator in the world." Dean David Martin Ph.D Gallaudet University Washington, D.C. USA "The most important books I have ever read about a child's intelligence." Prof. Tatyana Oleinik, Pedagogical University, Ukraine "Dear Roy. These books should be in the library of each school in every corner of the world. They should also be part of the syllabus in the institutions who are offer child psychology, and teacher training diplomas and degree programs, or at least they should be the part of a refresher course." M.Imran Khan Director of Educational Training Saudi Arabia. "Roy, your writing is beautiful. It is as if I read a novel by Jane Austin. I am fascinated and very much impressed. These books should be the "BIBLE " of every educator. I learnt so much from your books. I have read many, many books and articles about education and these four books are the BEST !!! You are so profound. The books answer many questions that every educator asks ." Helen Hadar-Hen Headteacher Israel. "Roy: These are very important and interesting books, with lots of valuable points for parents and teachers. They bring learning and education to a whole new level. Well done!" Prof. Mads Hermansen. Denmark. "Roy....thank you! I started reading the first bits and was immediately hooked (this does not happen often, maybe once a year, I'm SUPER fussy about books, I've read too many...). You are a fantastic writer, not just because your info is of obvious high quality (just skimming a bit made that obvious) but the way you write too - it's warm and entertaining and easy to read - no wonder you have such high applause from your critics!" Lydia Cooper Mother of 3, South Africa. " Roy, I would like to thank you for sharing your passion, heart, brilliance, and intellectual journey with me. I am very much enjoying your knowledgeable perspective on some very important challenges." Christopher John. psychologist. USA. "Roy: I appreciate your time, energy and effort in this research." Erin Calhoun. National Institute of Learning Development. USA "Roy I am enjoying your work immensely. It has been taking me longer to read than I had imagined because the of the weight/importance of your thoughts. I can see how thorough and current your research is, and I expect that the works in their entirety will draw together many threads and weave them into a rich texture of powerfully stated knowledge. I have not had to put this much time into reflection and soul searching since I read Janov's 'The Primal Scream' and 'The Feeling Child' way back in the 70s." Leigh Ann Collinge Educator Australia. "Dear Roy I really like your way of writing. Your narrative writing style captures me as a reader in your universe. Do you keep some lectures in Europe over the summer? I would really like to attend a lecture. I might learn something from you." Lone Birgitte Skov Jensen Psychologist Denmark.
From the Author We have come to believe that we are born with a certain IQ, on this basis children and adults are routed to be of use to their social and work world. But what if this is not true. What if we can never know the potential IQ of a human being. I wrote this book to explain why we can not after 20 years of research into genetics, and what the implications from this are to the ways we educate children. What if each child was born with an ability to learn in a way that we do not understand?
From the Inside Flap IntroductionWhen we think of our children going to school today, we do not realise how their education is still centered upon a 19th Century political design. The purpose of this design is simply to channel children into either a manager or a managed role in their society. Since each role requires a different level of reasoning ability, it is a basic purpose of education to guide the development of how its students reason for the citizen they are prepared to be. Those who attend only the general, and even avenues of the higher general education, are taught to accept and to trust information in school and so in society. However, those who continue to a university education are taught to understand that information has different perspectives, as they become skilled in the management of reason. The social and educational policies that both create and feed this design today differ in different societies, but they commonly serve the dictates of an industrialized base. This is a design that will badly serve the highly computer driven societies we will ever more evolve into as this century progresses. In order that we can create a better design for the model of the future citizen, it is essential that we really understand how the model of today's citizen came about. In 'The Illusion of Education' we saw why this model of a citizen was needed in the past. In this book, the second in this series, we shall examine how the design for this model came about. In order to do this, we shall examine how the belief of a measurable intelligence arose and how this played a pivotal role in maintaining a sense of order through the politically turbulent times of the 19th Century, and so the later ordering of the 20th Century. The key to understanding how this was achieved, lies in realising how people were educated to accept the discrimination brought out by the idea of a natural hierarchy of intelligence. As we saw how Sir Francis Galton stimulated the idea of inherited ability, as a political weapon to counter the rise of early socialism in the 19th Century, so in this book we see how he inspired Spearman to create the idea that intelligence is a singular feature of the inherited mind that so opened it up to a way of theoretically being measured. From this, we shall see how Pearson devised Correlation Coefficients that claim to show, but do not, the relationship of the genes to the environment in intelligence. We follow this by discussing how Burt, as a disciple of Galton, was exposed for fraud after purposely falsifying test data for three quarters of a century, as he purposely directed British and Commonwealth education to serve his personal political interests. In conjunction with this, we shall see how the French scientist Binet, who fervently believed intelligence could never be measured, saw the simple test he created to differentiate normal children from those who may be retarded, corrupted by the German Stern into the first IQ formula. We examine from this how Goddard and Terman in America further falsified Binet's one to one verbal assessment into a written 'Yes or No' questionnaire, so enabling them to index human intelligence on a mass scale in their attempts to purify and politically structure American society. This will lead us to understand how Brigham moulded the IQ test into the SAT, as a means to preselect white children from wealthy Protestant backgrounds towards leadership positions in American society. Intelligence, we shall find, is not what we think it is. It may be seen from this that the prime purpose of this book is to demonstrate why it is impossible to ever to know the genetic competence behind the intelligence of an individual. If this is so, as we shall prove it to be, then it means that in the ignorance of this, children today are not taught as effectively as they could be. Since the way a child is taught is a reflection of the way their ability is assessed, we shall realise that the mark they obtain after each lesson is more a representation of the quality of their lessons than what their ability may be. It needs to be asked from this, 'When the teacher marks their students' work, are they a product of their system, who are only to mark what has been produced for them, and do they then fail to acknowledge the quality of time, effort, and ability they gave that enabled their students to be able to produce that quality of work?' When the factor of natural, inborn, or genetic ability is removed from the equation, all the child may be is what they are coached to be, and we may see from this how the real responsibility of education is revealed. Once we realise this, so is it obvious that the grades the student ultimately achieves are neither an honest view of their ability nor a true evaluation of the potential use they could be to their society. The more we realise that intelligence is least a factor of some mysterious gene, the more emphasis is placed on the responsibility of the teacher and so the educational system that trains and employs them, as they must operate under the conditions it has created for them.
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0 of 0 people found the following review helpful. In an effort to understand, deal with and curb ... By Amazon Customer In an effort to understand, deal with and curb bullying, Roy Andersen authored 2 books on intelligence and brain environments, ‘The Hidden Secrets of Intelligence’ and ‘The Brain Environment Complex’. These books explain how child intelligence can be changed, and why we, as educators, need to know this.In ‘The Hidden Secrets of Intelligence’ Anderson explains that the intelligence of a human being cannot be measured, and more importantly why we think it can be. ‘The Brain Environment Complex’ offers a whole new perspective of what intelligence may be, how it naturally develops, and how it can be developed through greater awareness of the factors that create it.Our world is changing fast. We must not bury our head in the sand and think the world of our children will be the same as ours. It will not. We urgently need to restructure the way we teach children. We need to teach them how to think, and restructure what they learn and how they learn it, and we need to teach them how to have a higher social responsibility.Bullying has become a serious problem in schools. When victims of bullying sense danger, their mind is constantly living in fear of physical pain or social embarrassment. The brain processes situations electrically and chemically. This constant worry changes the threshold level of the chemicals in their brain so that they are constantly in a state of alert when they are awake. Their mind is not calm enough to focus on and develop their interests or to listen to the teacher teach. Their ability to learn is restricted by fear and worry. Their academic and social performance suffers and their grades fall. How a child learns will depend on their emotional stability and social relationships with their peers.For Andersen, schools have a responsibility to train students on skills related to dealing with bullying. Teachers don’t know how to support their students and help them achieve emotional stability. We need to raise awareness of human dependency, in other words, relationships, and of the growing dangers of artificial intelligence as it is presented by IT in schools and other educational institutions. Victims of bullying in schools need to trust their teachers, peers and school community again for their emotional balance, chemical hormone balance and optimal brain ability to learn.Valuable books, worth reading to understand bullying.
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The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen
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The Hidden Secrets of Intelligence: Unveiling the greatest myth of our time (Preparing the 21st Century Child), by Roy Andersen
