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Interestingly (but anecdotally), people who pull their kids out of traditional schooling (for non-religious reasons, at least) tend to be *more* growth mindset oriented & *more* likely to believe in intellectual flexibility than is typicalhttps://twitter.com/webdevMason/status/1166018184383619074 …
The first mainstream story is that intellectual abilities are fixed. The second mainstream story is that good schools improve ingenuity and problem-solving. People alternate freely between these depending on what they're trying to get funded
One more coherent story is that intellectual abilities are indeed fixed, and good schools don't make anyone smarter but train enough obedience and "work ethic" to allow the workforce to wring whatever they can from whichever dull or sharp intellect is handed to them
Another more coherent story is that intellectual abilities are *not* fixed, but schools are just pretty bad at training ingenuity and problem-solving despite genuine efforts
The story I tend to think lies closer to the truth is that many useful intellectual abilities are *not* fixed, *but* that schools are organized to treat them as though they are for a broad set of reasons, including the interests of labor consumers
One troublesome thing is that productivity growth — critical to economic growth + improvements to quality of life — is variable over industries and the industries demanding the obedient, arbitrarily hard-working people we're trying to produce tend to have low productivity growth
Peoples’ IQs are certainly not fixed throughout their lives. However, as people age, IQs more and more reflect innate ability. IQ is almost as heritable as height. People can get better at things, surely. But that’s learning. IQ is not learning. It’s the ability to learn.
When people ask me who is signing up for Prenda I describe exactly these parents.
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