Abstract
Many allocations of opportunity made within educational, corporate, and other social policy arenas reflect unstated and inconsistent views regarding the defini- tion, treatment, and utilization of human intelligence and mental ability. [2] These views are often silent but, nevertheless, powerfully operative, and they have profound societal impacts. Whether or not such views are made explicit, debates about social policy reflect conflicting views regarding the degree to which apparent differences in school, job, and life “performance” are linked to individ- ual differences in measured intelligence, the degree to which intelligence is learnable, the degree to which intelligence can be realistically measured, and the degree to which these differences are socioeconomically determined and can be socioeconomically remedied.
No man is an Iland, intire of it selfe; every man is a peece of the Continent, a part of the maine,... any mans death diminishes me, because I am involved in Mankinde, And therefore never send to know for whom the bell tolls; it tolls for thee.
John Donne [1]
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Notes
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Browne-Miller, A. (1995). The Bell Tolls. In: Intelligence Policy. Environment, Development, and Public Policy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1865-5_2
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