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The Intelligence Quotient:
The Contribution of Psychology to Standardized Social Darwinism “It is safe to predict that in the near future intelligence tests will bring tens of thousands of these high-grade defective under the surveillance and protection of society. This will ultimately result in curtailing the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency. It is hardly necessary to emphasize that the high-grade cases, of the type now so frequently overlooked, are precisely the ones whose guardianship it is most important of the State to assume.” ~ Lewis. M. Terman (1916) The commercialization of intelligence may be one of the most controversial issues American education has faced in the twentieth century. Lewis M. Terman introduced the concept of classifying students through IQ tests to the public at a time when society was probably eager for any solution psychology could offer for their social and educational problems. Between the 1890s to the early 1920s, many novel problems were arising in America’s educational system. A substantial amount of these problems were most likely caused by mere overpopulation; urban school enrollment was increasing at an unprecedented rate as immigrants flocked to the United States, a marked shift of families from rural to urban areas was also adding to school overcrowding, and finally newly enacted and enforced compulsory education laws were causing children to actually be present in classrooms. In a society where efficiency was of top priority, school administrators began focusing on new goals. Attention to college preparation shifted considerably to life preparation; people were being educated on how be useful members of society, not for higher education. Yet, at the same time, administrators may not have been ready to give up the ideals of American education and therefore were searching for a way to preserve academic tradi... Please login to view comments from other users.
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