Category: IQ and Heredity
A couple of days ago I happened across a PDF of Murray’s 2003 opus, Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences, 800 B.C. To 1950. Some may view it as an unwieldy attempt to produce an objective analysis from deeply subjective values and tastes. But it is also a beautifully written account of the unsurpassed creativity of the European Mind, and an eloquent retort to those who bandy around notions of human equality above the neck.
The PDF is here.
There cannot be many of us who do not owe a debt of gratitude to Phil Rushton, both for his theoretical brilliance, allied to an unswerving devotion in most difficult professional circumstances to the cause of unpopular scientific truths, and for his steadfast, loyal European heart. How much poorer would we all have been had Rushton not possessed these qualities ... had he merely shied away from the race question and lived an ordinary academic’s life, a quiet life, the life of an unquestioning product of his political times.
I did not discover Rushton until early in 2003. It was at that time when I had decided to contribute something to the cause of white survival. There was a particular question which troubled me, and which I saw as holding a key to changing the fortunes of white advocacy. To answer it I needed a crucible, and to get that ... to construct something people would feel worthwhile writing for and reading ... I had to generate some kind of internet presence.
Cue Race, Evolution, and Behaviour. When I came across it at Rushton’s own Darwin site, it had already been published eight years, and Rushton himself had said that he had run out of opponents to debate. I certainly hadn’t, though. I had found what I needed, and promptly devoured it in one sitting, reading in bed until the small hours. For the next fourteen or fifteen months I blasted around the political blogosphere provoking every liberal, every racial egalitarian, every race-denier, every anti-racist I could into a hopeless battle about human differences and hereditarianism (hopeless courtesy of Rushton’s superb analysis), psychometrics, and gene issues generally.
A surprising number of my opponents knew of Rushton, and had a ready put-down - second- or third-hand of course. I do not believe that a single one of them escaped the shredder. REB’s central theory of r/K and child development was just too perfect in its internal fit. Most of the liberal rif-raff, of course, didn’t know about this “controversial” (meaning courageous) Anglo-Canadian psychology professor, born on the Dorset-Hampshire border a couple of miles from my own birthplace and eight years distant in time. They would, in any case, have considered their political truths inviolable to attack by one supposed racist using the theories of another. They never had a chance. There was metaphorical blood everywhere.
Thanks to the carnage I had something to gesture towards when the moment came, in the summer of 2004, to put together a slate of writers for a website to be titled majorityrights.com. I never knew Rushton, and only corresponded with him very briefly. I wish now I had had the opportunity to explain how much I extracted from his thesis and to what purpose I had put it. He would probably have wanted to know, like most scientists, if I had correctly and faithfully represented his thought. The answer was that REB was so beautifully and clearly written, that was an easy task.
There is not another Phil Rushton in this world. White Nationalism has lost a true champion. He did not live nearly long enough - gone at just 68. But for his life and his talents and his work we equally loyal-hearted sons and daughters of old Europe can be extraordinarily grateful. I know I am.
A recent proposal has argued that nationalists should try to seek reproduction with higher IQ whites so that:
“They will naturally rise to the highest levels of society and victory will be inevitable. This is how the white race will be saved.”
The prospects can be empirically evaluated. Richard Lynn has extensively summarized IQ studies on Jews. Most studies are non-representative. A representative American study reported a Jewish (Ashkenazi) verbal IQ of 107.5. Two representative British studies have reported Jewish (Ashkenazi) IQs as 108.5 and 107.7 (verbal = 107.3, non-verbal = 108.0). The best reading of American and British Ashkenazi IQ is 110. The average white IQ in these regions is 100.
In the U.S., there are about 200 million whites and 6.5 million Jews. Assuming a standard deviation of 15 in both populations, we get the following.
As anyone can see, Jews haven’t achieved their spectacular success (e.g., control of the mainstream media, ZOG, etc.) as a result of IQ; they achieved it by acquiring control of the money supply. Nationalists are advised to target getting back control of the money supply instead of trying to increase IQ. I’m not against increasing IQ, but IQ just isn’t relevant to the matter.
Henry Harpending and Gregory Cochran’s recent book, The 10,000 Year Explosion: How Civilization Accelerated Human Evolution, puts to rest the Left’s anecdotal assertions that genes don’t matter and that evolution ceased prior to humans leaving Africa 50~100 thousand years ago. In addition, they expound on Kevin MacDonald’s work on the history of Jewish culture and traditions that created the eugenic program of the Ashkenazi Jews in the Diaspora. They also explain the correlation between the recessive genes that contribute to modern Ashkenazi Jews’ high intelligence and genetic disease—genes that were beneficial in the highly literate niche that Jews dominated for hundreds of years.
They assert, “Stephen Jay Gould’s position that 50,000 or 100,000 years is an ‘eye blink,’ far too short a time to see ‘anything in the way of evolutionary difference,’ is simply incorrect. We are surrounded by cases in which selection has caused big changes over shorter time spans, often far shorter; everything from the dog at your feet to corn on the cob is the product of recent evolution.” And, there is no difference between natural and artificial selection—they both change gene frequencies within populations under varying ecological conditions. The mechanisms are identical whether breeding dogs, humans, or urban rats.
They point out that “evolution has taken a different course in different populations. Over time, we have become more and more unlike one another as differences among populations have accumulated.” Humans have increasingly differentiated themselves into specialized ecological niches—from new cults to occupational specialization to radical differences in exposure to technology versus exposure to deprivation. Humans both within nations and between nations are exposed to ever increasing differences in how they go about conducting their lives, with genetic changes following closely behind.
Richard Lynn, sometimes along with Tatu Vanhanen, has been publishing books challenging the economists and social scientists to look at average national intelligence as an important factor in how well off a nation is including health, wealth, earnings, democracy, etc.
This latest book is an excellent source to give someone who is doubtful about racial hierarchies around the world. Country by country Lynn looks at the races making up a country and explains historically how they became what they are today. Over and over again such themes such as when slavery ended in different parts of the world, Blacks refused to work, and usually East Asians and/or Asian Indians were brought in to do the manual labor, and eventually moved up taking over entrepreneurial sectors of the economy.
This pattern was also shown by Amy Chua in “World on Fire,” though that was not the intent of her book. Lynn shows that wherever there is a mixture of races the pecking order follows the average intelligence of each group: Ashkenazim Jews, East Asians, Whites, mestizos of different hybrids, Amerindians, and Blacks—to name just a few. Only aggressive affirmative action in many of these countries can keep the smaller, more intelligent minority from totally dominating the economy.
Again, of Lynn’s books, this is probably the easiest read and the most convincing arrangement of arguments to convince the skeptic that intelligence does matter and that it is highly genetic.
The book Before The Dawn: Recovering The Lost History Of Our Ancestors by Nicholas Wade, 2006, has some interesting observations with regards to European evolution that seems to have passed without much notice. If not, then I apologize for my own failure to catch the items below.
Wade pints out that “The question of behavioral modernity is of great significance because it appears to be the last major step in the emergence of the ancestral human population. The components of modern behavior appear most prominently around 45,000 years ago in Europe. At sites throughout Europe, the staid culture of the Neanderthals begins to yield to a set of new and more inventive techniques. There is a new set of stone tools, more carefully crafted to attain specific shapes. There are complex tools made of bone, antler and ivory. The bringers of the new culture made personal ornaments, of materials such as punctured teeth, shells and ivory beads. They played bird-bone flutes. Their missile technology was much improved. They were avid hunters who could take down large and dangerous game. They buried their dead with rituals. They could support denser populations. They developed trade networks through which they obtained distant materials.”
Two arguments about the maths gap, spotted by John Ray - the first from World Science:-
It’s been a long, sometimes vicious controversy: are boys better at math than girls? Some say they are, because boys tend to outscore girls in math. Opponents blame that on sexist upbringing.
Males may have an edge in spatial thinking abilities, which are useful in math, evolutionarily speaking, and this advantage may be very ancient.
Deep-rooted though this difference may be, females can surmount it with just a little work. “The so-called gender gap in math skills seems to be at least partially correlated to environmental factors,” said Paola Sapienza of The Kellogg School of Management at Northwestern University in Illinois. “The gap doesn’t exist in countries in which men and women have access to similar resources and opportunities,” added Sapienza, summarizing the results of a new study published in the May 30 issue of the research journal Science.
In it, Sapienza and colleagues analyzed data from more than 276,000 children in 40 countries who took an internationally standardized test of math, reading, science and problem-solving. The data came from the 2003 Organisation for Economic Cooperation and Development Programme for International Student Assessment.
The researchers found that globally, boys outperformed girls in math by 10.5 points on average on this test. But this advantage vanished in some of the most progressive and gender-equal countries such as Iceland, Sweden and Norway.
Now that the apparent good news is out, does this mean anyone who dared suggest the existence of natural gender differences in math was being sexist?
Not necessarily, if one believes other studies suggesting sexism isn’t the only reason for the math gap. Some research has attributed that gap to a deeper discrepancy in spatial reasoning abilities. One new study even suggests an evolutionary reason: better spatial reasoning in males might be related to larger range size in their ancestral environment.
This discrepancy may extend all the way down the evolutionary tree to invertebrates, according to the research, which focused on cuttlefish and appears in the May 27 online issue of the research journal Proceedings of the Royal Society B.
“Evidence of sex differences in spatial cognition have been reported in a wide range of vertebrate species,” but never the simpler invetebrates, the authors wrote. The investigators found that male cuttlefish both range over a larger area, and have better orienting abilities than female cuttlefish. “The data conform to the predictions of the range size hypothesis,” they wrote.
Nevertheless, differences in spatial cognition are easily surmountable, if one believes yet a third study, which might help explain why ultimately girls and boys can perform equally in math. Published in last October’s issue of the journal Psychological Science, this study found that malefemale differences in some tasks requiring spatial skills are largely eliminated after both groups play a video game for 10 hours.
“On average, women are not quite as good at rapidly switching attention among different objects and this may be one reason why women do not do as well on spatial tasks,” said the lead author, University of Toronto psychology doctoral student Jing Feng. But “both men and women can improve their spatial skills by playing a video game,” he added, and “the women catch up to the men. Moreover, the improved performance of both sexes was maintained when we assessed them again after five months.” The game used was a first-person shootemup game, “Medal of Honor: Pacific Assault.”
The game “may cause the expression of previously inactive genes which control the development of neural [brain] connections that are necessary for spatial attention,” said Ian Spence, director of the university’s engineering psychology laboratory. “Clearly, something dramatic is happening in the brain” thanks to the playing.
“One important application of this research could be in helping to attract more women to the mathematical sciences and engineering,” he added. “Since spatial skills play an important role in these professions, bringing the spatial skills of young women up to the level of their male counterparts could help to change the gender balance in these fields that are so important to our economic health.”
And now for the demolition:-
Howard Gardner and his team of researchers/propagandists have been pushing the theory of “multiple intelligences” since 1983, without empirical data. They rely on anecdotal stories to show that all humans are equally intelligent—they just have different intelligences that each person has compared to others. The primary purpose of this program is to try and provide an alternative explanation for what constitutes intelligence, so that Jensenism/Spearman’s g can be undermined as the only empirical program that has any real validity. (See Wikipedia for a good explanation of the “MI” theory and its failures.)
When I ordered the above book by Gardner, I thought it would be expanding on his primary work on multiple intelligences. Instead, “The five minds posited in this book are different from the eight or nine human intelligences. Rather than being distinct computational capabilities, they are better thought of as broad uses of the mind that we can cultivate at school, in professions, or at the workplace.” The only thing I got out of the book was how muddled Gardner’s thinking is with regards to human biology, so I’ll elaborate on just a few anomalies I found.
Gardner admits that, “We now have well-developed, empirically based theories of intelligence, problem solving, and creativity—along with the tools, software, and hardware based (or purportedly based) on these scientific advances.” Yet his whole program is based on undermining those very empirically based theories. His multiple intelligences program is primarily used within the educational community as an excuse for racial differences in intelligence. With this book, he tries to lay out ways of advancing or programming children in such a way that they will exhibit these five traits or abilities: “discipline”, the ability to “synthesize”, “creativity”, “respect” for others, and “ethical” behavior.