RACE DIFFERENCES IN ACADEMIC PERFORMANCE (mostly studiousness) Race differences

RACE DIFFERENCES IN ACADEMIC PERFORMANCE
(mostly studiousness)

Race differences in performance are largely due to race differences in studiousness – which are partly race differences in neoteny, and otherwise (and sometimes causally) race differences in the cultural value of education.

We have too much historical evidence that the principle difference, assuming you have *enough* IQ (not so much superior IQ) is just familial, social, cultural, and civilizational differences in value of education, and the discipline with which we engage in what is largely the repetitive work of learning different subjects.

And no, we can’t do much about people under 90, and we can do nothing about people under 80. And some racial groups consist of demographic distributions in which half or more of the race’s population are under 85, or worse, 70 (and in a rare case 55).

IMO the fundamental problem facing us today is teaching in the repetitive reading and written method, vs teaching the repetitive but adaptive method of adversarial competition of games that places less burden on attention and memorization and instead produces incentives to chase the rewards produced by games.

After that, the primary problem is race differences in rates and depths of sexual maturity – which transmits to what we consider aggression, impulsivity, or indiscipline. This behavior is largely due to teaching groups by white germanic middle-class temperament. When some groups require greater physical exercise or socialization (playing sports largely) before they are able to focus on learning non-physical non-social knowledge.

The big lie of equality or even similarity is what has caused the post-1945 failure of education, society, politics, and now economics.

We are a bit too enamored of our technological progress based on previous scientific innovation, and a little too worried about our failure of fundamental scientific progress, and our horrific backsliding in psychological, sociological, and political progress.

Reality is that the smart fraction – the people who can manage a STEM degree (120s) , or who can communicate complexity or manage large organizations (130s), or who can innovate in the fundamental sciences or theories (140s), provide the ONLY competitive advantage for a population. The rest of the population’s manners, ethics, morals, and discipline determine the productivity and quality of it.