People in the top 10 percent in intelligence will be the nation’s leaders in “medicine, engineering, law, the sciences and academia,” writes Charles Murray in his third and final Opinion Journal column. (Part one and part two have sparked lively debates.) He advocates a classical education for the very smart.
The encouragement of wisdom requires being steeped in the study of ethics, starting with Aristotle and Confucius. It is not enough that gifted children learn to be nice. They must know what it means to be good.
The encouragement of wisdom requires an advanced knowledge of history. Never has the aphorism about the fate of those who ignore history been more true.
All of the above are antithetical to the mindset that prevails in today’s schools at every level. The gifted should not be taught to be nonjudgmental; they need to learn how to make accurate judgments.
I strongly favor being judgmental. It’s what brains are for.
But once again I suspect Murray is writing off people who have the capacity for leadership but may not have the kind of intelligence that leads to a very high IQ score. Business leaders typically come from the ranks of B and C students, or so I’ve read.