Introduction
The observation that an uneducated person can excel in auto repairs and maintenance where an academic professor struggles makes the intelligence quotient (IQ) facet baseless. IQ is a significantly old subject that finds its origin at the start of the twentieth century. Psychologist William Stern from Germany is the term’s founder and used it to measure people’s brain capacities. The IQ topic has been improving since then, with the academic world holding it significantly relevant. According to many academic cultures, children depicting high intellectual abilities, by acquiring high test marks and grades, stand to realize a bright future. The education systems worldwide thus apply the IQ analogy when administering exams to promote learners to the next levels. Even the job sector adopts IQ to determine high-potential persons for various positions. The general belief is that failing the developed IQ tests makes one less worthy in society. However, the reality is that not all people passing the (IQ) test make it in life. IQ’s failure to deliver standard results across all humans makes it biased and unreliable.
Asimov’s Point
The intelligence quotient is a product of the world’s prejudiced cultures, thus, flawed. Isaac Asimov reiterates that something that does not deliver typical outcomes is never absolute but a product of a group of people with specific interests. For example, applying IQ tests to someone who reads books concerning the tested aspects, particularly logic and information, gives them an upper hand on the acquired results. Investigating William Stern and the prevailing culture in Germany when the IQ aspect emerged substantially proves Asimov’s point (Kumar et al. 207). IQ scores are used for educational placement, assessment of intellectual disability, and evaluation of job applicants. Since its conception, IQ scores’ primary roles include educational posts, job applicants’ evaluations, and intellectual disability assessments (Kumar et al. 207). The matter demonstrates IQ as a tool a few people use to favor some individuals while punishing others. Consequently, IQ remains an abstract thing supported by entities with special interests but generally accepted by the world population out of ignorance.
IQ and Global Curriculum
The association between IQ and the global curriculum suggests the former aspect’s unreliability. The world currently utilizes almost the same program of study that leaves many graduates jobless (Mezhoudi et al. 11). A curriculum is a system of passing information and knowledge to a generation based on particular principles. According to Hwang, the world’s educational program is a product of the oppressor, meant for the autocrat’s child (596). The syllabus teaches mainly three things, reading, writing, and arithmetic, but leaves behind essential aspects such as self-love, self-esteem, and self-worth (Hwang 598). The tyrant’s children, who come from a stable background with parents who refer to them as masters, need the reading, writing, and math skills to take over the family’s establishments. However, those from humble backgrounds require self-love, esteem, and worth more than reading and undertaking calculations (Hwang 601). Accordingly, the oppressor’s ultimate plan is to use the curriculum and IQ to control the other population to work for the autocrat’s children, making the two facets erroneous.
IQ and Life Success
The massive failure rate of persons branded to have a high level of intelligence, as per the IQ tests, reveals the theory’s botched nature. Albert Einstein, Nikola Tesla, Isaac Newton, Steve Jobs, and Bill Gates are some of the world’s greatest persons, based on their brain innovations (Darling-Hammond et al. 25). However, none of these individuals’ records show dominance in the IQ tests. Several of the quoted names are college dropouts, while others are known to struggle with subjects such as sciences and mathematics while in high school. That the world today survives on inventions coming from persons deemed failures by the education system leads to several questions regarding the place of IQ and the global curriculum (Darling-Hammond et al. 26). Kashmea Wahi from England, London currently holds the highest IQ score of 162 (Darling-Hammond et al. 32). The character attained such a mark in 2016 while eleven years (Darling-Hammond et al. 32). Based on the IQ narrative, Wahi is the wisest person on the planet, though maybe she cannot reason like an adult on several aspects.
Cultural Shift
The realization that academic performance does not guarantee success in life and productivity informs many organizations’ shift from looking for the best academic students for engagement. Netflix is par excellent for such successful businesses changing their employees’ acquisition strategies after relying on the mistaken high-cost mentality. Most academic high performers never manage to keep their jobs as many exhibit unmanageable superiority complex issues (Yadav and Lenka 578). Therefore, Alphabet, Netflix, Microsoft, Apple, and Amazon, among several other successful multinationals, now subject job applicants to hands-on tests before employing them without relying much on the IQ and academic qualifications (Yadav and Lenka 580). The aspect reveals a potential dawning of the shift from the blind following of the mistaken IQ machine. Instead of subjecting all humans to the same learning methods and tests that disregard natural diversity, nations now establish talent-sensitive curriculums that nurture individual capabilities without comparing them to others (Darling-Hammond et al. 43). The shift implies societies’ shift from determining persons’ value based on superficial intelligence perspective.
Conclusion
IQ is a mistaken program utilized by the oppressor to justify personal interests. The facet remains abstract and does not deliver standard results across all humans. The world’s greatest innovators did not pass the IQ tests but helped humanity realize life-changing inventions. As such, having outstanding IQ test results hardly guarantees success in life. That is due to the outcomes being subjective and incomplete on several fundamental life aspects. The realization makes organizations and cultures worldwide shift from using IQ ratings to finding and nurturing talents for real success.
Works Cited
Darling-Hammond, Linda, et al. “Developing Effective Principals: What Kind of Learning Matters?” Learning Policy Institute, 2022, pp. 23-49, Web.
Hwang, Wei-Chin. “Demystifying and Addressing Internalized Racism and Oppression among Asian Americans.” American Psychologist, vol. 76, no. 4, 2021, pp. 596-610, Web.
Kumar, Subodh, Divye Kartikey, and Tara Singh. “Intelligence Tests for Different Age Groups and Intellectual Disability: A Brief Overview.” Journal of Psychosocial Research, vol. 16, no. 1, 2021, pp. 199-209, Web.
Mezhoudi, Nesrine, et al. “Employability Prediction: A Survey of Current Approaches, Research Challenges and Applications.” Journal of Ambient Intelligence and Humanized Computing, 2021, pp. 1-17, Web.
Yadav, Shatrughan, and Usha Lenka. “Workforce Diversity: From a Literature Review to Future Research Agenda.” Journal of Indian Business Research, vol. 12, no. 4, 2020, pp. 577-603, Web.