Given the tiny audience I have at this stage of my blogging career, I’m surprised to get any responses to post, but it does happen once in a while. Once I figure out how to work the commenting system here, maybe I will get responses that way, but for now e-mail is the only way to respond. Anyway, this was in the mail in response to my post about the left side of the bell curve. Here’s the text, without identifying the sender:

Putting aside from the odd subservience to IQ as a rational measure of intelligence and ability (not to mention the implicit assumption that IQ is static), its odd that you don’t mention investment in education at all. Seems like the obvious solution is to restructure our education system to acknowledge that consistent and rapid changes in technology, automation, and cybernation–that is, rapid increases in productivity–will require rapid increases in people’s access to efficient methods of learning.

I feel like this is all rather simple: people whose skillsets are made obsolete require access to resources and assets that enable them to acquire new, needed skillsets.

I’m going to assume that English is not the first language of my correspondent and assume what he meant in the first bit is “reliance” and not “subservience.” Relying on IQ as a rational measure of intelligence is good enough for neuroscience so it is good enough for me. We have a tremendous amount of data on human intelligence thanks to a century of testing. Unless and until someone comes up with a better way to measure intelligence, IQ is what we have. It’s one piece of the puzzle, but an important and reliable part.

Now, the next bit is one area where there is great debate. Can you structure a society-wide education systems to lift the average IQ of the population? Maybe. Ron Unz has written some excellent essays on the subject. Richard Lynn is a good recent example of the counter argument. We can throw Jason Richwine in the mix as another recent combatant on the topic of IQ and education. Then of course we have the dismal results from such programs as Head Start, which is a complete failure.

I’m of the opinion that the data and the science support the argument that no amount of education will alter one’s intelligence. I’d go even further and point to the many urban school systems that spend enormous sums on students. If there is one place where we would see a causal relationship between spending on education and educational outcomes, it would be the urban school systems.  Education could have a non-trivial impact on overall IQ, but so far no one has been able to find evidence of it.

While that debate is interesting, it has absolutely nothing to do with the central problem facing modern technological societies. There will always be a left side of the bell curve, no matter how you view education. Not even the most rabid blank slate fanatic argues that we can raise the IQ level of the bottom half to match that of the top half, resulting in everyone being average. Well, maybe George Bush thinks that, given that he once argued that the goal of his education policy as to make every kid above average.

The fact remains that even in Asian societies that lack a significant African or Amerindian population, there are a lot of people with IQ’s below what will be required in the technological future. This assumes automation progresses as everyone seems to think it will in the coming decades. Even if education can make some difference, all you can do is increase the size of the smart fraction. You will still be left with a large number of adults in the labor pool unable to master anything beyond mundane tasks.

The bit in the e-mail about the obsolete getting new skills is the standard refrain from libertarians to my question. It is merely a dodge. Instead of addressing the question, they answer a different, unasked question. Every human society has a subset of people with a very low ceiling. You cannot ship them away to a colony. You can’t send them off to the lithium mines. They cannot be taught to trade mortgage backed securities or teach gender studies at the community college. Every society has to figure out what to do with them.

Having a small percentage of the population, say ten percent, that is useless either because they are dumb or lack self-control is manageable. When fifty percent of adults have no role in the economy because they lack the IQ to do useful work, that’s a problem no society has had to solve. A large population of idle dimwits getting into trouble is a very new problem that advanced technological states will probably have to solve or they will be destroyed by it. That means a very different form of political organization in the future.