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Intelligence: The Great Lie

We reason today that most people in the West believe that education is relatively fair, 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 deeper 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.

“Intelligence: The Great Lie” explains, for the first time and in detail, why a child’s intelligence cannot be related to the intelligence witnessed in members of their family line. As it does so, it brings into question the whole concept of the Intelligence Quotient, and explains why we make a great mistake when we talk about the IQ of a person or how food effects IQ. As we have just mentioned, 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.

As this book explains, for the first time, why it is never possible to know the inherited value of the intelligence's of any two normally born children, it introduces a whole new view of what intelligence could be. It’s very important that we consider this, because if intelligence is not what we think it is, then the way we educate children is wrong!

This book, based on 30 years of research, offers to rewrite the whole basis of Cognitive Psychology and the framework by which society uses school to create the next citizen worker. It is an exciting adventure of discovery, opening us to one of the greatest conspiracies of our time.

As this book will discuss the probable developments in nanotechnology, we are brought more to understand how little we may predict the world of our future. Thoughts that new jobs will be created to replace those taken over by A.I. did not understand the meaning of nanotechnology. There will be very, very few jobs in the future for human beings.

In turn, governments well seek new ways to control their people to maintain harmony and prevent anarchy. We find evidence to this in the increasing levels of surveillance and means of restriction that we have been experiencing over the past 20 years. Governments know what is coming. This is the first book to openly discuss the very disturbing dangers that A.I. can bring into our lives and the very great importance of preparing our children for a very, very different world than we know of today.

Accordingly, we are moving into a new world, a world that will demand a very different kind of citizen than societies have so far been able to produce. There is now an urgent need to bring a whole new design into the schools that will create the citizens of the future. If we can not produce a higher reasoning and more self responsible citizen, we must know the consequences that A.I. can bring upon us. There is no science fiction in this.
This was as much a theme to the introduction of his life’s work as it was to this book. Galton was driven by an intense desire to show that ability was to all intents and purposes inherited. He was driven by a compulsive nature to convince everyone, that civilization would only do harm to itself if it failed to recognize that the best potential for the sons of a family were to be witnessed in the work held by their ancestors. Such merit, he insisted, reflected their calibre for work responsibility and social competence.

It may not be known precisely how Galton came to link social rank with work capability and this to reflect social responsibility, all tied to a neat inherited base, but it was certainly not a new idea. Five years before “Hereditary Genius” came into print, Fustel de Coulanges had finished his classic work “The Ancient City.” This book gave a detailed explanation of how the social structures of ancient civilizations came to be, and how they worked. In this, de Coulanges related how social harmony was dependent upon a belief in the people that administrative and work responsibilities where passed through the mind and body skills of a family. It was thus a common if not traditional concept of Pagan orders, that the life of a community depended upon the survival of discrete lineages.

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    Reviews

    What People Sat

    “Roy’s books are very important that should be read by every parent and educator in the world. They represent a real breakthrough in our understanding of what intelligence is and how it develops, and the importance of changing the ways students are both parented and educated. Roy is doing for learning the work that is as significant as was that done in the past by such figures as John Dewey. These are must-reads for both parents and educators alike.”
    Prof / Dean Emeritus 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
    “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.”
    Dr. Christopher John.
    Psychologist. USA
    “I have been fascinated with intelligence since our daughter Sara was born with Down syndrome. Roy Andersen’s books really explain how teachers can tap into each student’s intelligence, increasing their chances of success in school and society. ‘This is a powerful book, and I am looking forward to reading the entire series.”
    Debra Ruh, CEO
    Ruh Global Communications. U.S.A.