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Errors of reductionism and biodeterminism take over in such silly statements as “Intelligence is 60 percent genetic and 40 percent environmental.” A … - Stephen Jay Gould
" "Errors of reductionism and biodeterminism take over in such silly statements as “Intelligence is 60 percent genetic and 40 percent environmental.” A 60 percent (or whatever) “heritability” for intelligence means no such thing. We shall not get this issue straight until we realize that the “interactionism” we all accept does not permit such statements as “Trait x is 29 percent environmental and 71 percent genetic.” When causative factors (more than two, by the way) interact so complexly, and throughout growth, to produce an intricate adult being, we cannot, in principle, parse that being’s behavior into quantitative percentages of remote root causes. The adult being is an emergent entity who must be understood at his own level and in his own totality. The truly salient issues are malleability and flexibility, not fallacious parsing by percentages. A trait may be 90 percent heritable, yet entirely malleable.
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About Stephen Jay Gould
Stephen Jay Gould (September 10, 1941 – May 20, 2002) was an American geologist, paleontologist, evolutionary biologist and popular-science author, who spent most of his career teaching at Harvard University and working at the American Museum of Natural History in New York. He was one of the most influential and widely read writers of popular science of his generation.
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Additional quotes by Stephen Jay Gould
Theories rarely arise as patient inferences forced by accumulated facts. Theories are mental constructs potentiated by complex external prods (including, in idealized cases, a commanding push from empirical reality). But the prods often include dreams, quirks, and errors—just as we may obtain crucial bursts of energy from foodstuffs or pharmaceuticals of no objective or enduring value. Great truth can emerge from small error. Evolution is thrilling, liberating, and correct. And Macrauchenia is a litoptern.
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We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults—and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)
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