Beyond IQ: The True Measure of Genius in Science

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Discussion Overview

The discussion revolves around the concept of genius in science, particularly in relation to standardized testing and academic performance. Participants explore whether historical figures like Galois, Newton, and Einstein were truly "geniuses" based on their test scores or if their creativity and problem-solving abilities played a more significant role. The conversation touches on the implications of IQ, academic achievements, and the societal context of past and present educational systems.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants question whether historical geniuses were defined by high test scores or by their creative problem-solving abilities.
  • Others share personal anecdotes about contemporary mathematicians who excel in their fields despite not performing well on standardized tests like the GRE.
  • There is a belief among some that natural talent, combined with a strong work ethic, is essential for reaching the intellectual levels of historical figures.
  • Participants note that societal conditions and opportunities in the past may have influenced the recognition and success of brilliant individuals.
  • Some argue that standardized tests do not adequately measure genius, as they do not account for early educational advantages or the complexity of individual capabilities.
  • One participant emphasizes that accomplishments, rather than test scores, should define genius, suggesting that labels of genius are often meaningless when applied to academic metrics.
  • There is a discussion about the potential limitations of child prodigies and the unpredictability of future accomplishments in mathematics.

Areas of Agreement / Disagreement

Participants express a range of views, with no clear consensus on the definition of genius or the relevance of standardized testing. Some agree that accomplishments are a better measure of genius, while others maintain that academic performance and testing still hold significance in evaluating intellectual capability.

Contextual Notes

The discussion highlights the limitations of standardized testing as a measure of intelligence and genius, as well as the historical context that may have influenced the opportunities available to brilliant individuals. There are unresolved questions regarding the impact of societal factors on the recognition of genius.

  • #31
Mépris said:
Solely genetic, then?
Naah. Just work hard in life that's all. This "born with it", "not born with it" isn't going to get anyone anywhere. We all have to put in work one way or the other no one can escape that.
 
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  • #32
Though i must say there are people with mental disorders which turns out to help their learning abilities (even though they have hard time with their social abilities)
Things like asperger's syndrome is not unheard of
 
  • #33
Hey, I just want everyone to know that I appreciate the time they took to post. I've read this a long while ago but frankly I don't have much substance to add.
in-a-box said:
Agreed.

I always found it interesting to hear of child math prodigies, and then to never hear of them again. There seems to be a limit to the progress of human understanding, and it doesn't matter at all if you hit that limit at 5 or 14 or 70. Most people never hit that limit, and those that do aren't really guaranteed that they'll make any further progress. I suppose quite a few prominent scientists made it to that level early, simply because the sciences had always interested them and that's just what their lives were always about, but I see no reason why it be necessary that you win IMO gold or other prestigious achievements to make real scientific progress.

I always found that a bit interesting because it shows there are other factors that come in.

Functor97 said:
Well of course there was something special about Newton and Euler, but I have no doubt that there are thousands of mathematicians alive who could outperform both in "Intelligence" tests and Mathematical Olympiads. They had the right skills, at the right time. Newton didn't invent gravity, his work was the culmination of nearly 1000 years of thought in the natural sciences. He didn't even "invent" calculus, i mean the concept of infintismals was considered by archimedes. Many still believe that it is to Leibniz we owe for the calculus. Even so, neither mathematician put the work on a rigorous grounding, it worked but Newton did not understand why it did so. It took the development of the limit and other great mathematicians to do so.

My point is, none of us live in a vacuum. In the future we should put the smartest child on Earth determined by genetics, on an isolated island in the pacific and come back in 20/30years and see if he has formulated a new string theory.:-p

Yes, its unbelievable how many people don't stop and think about this.

DrummingAtom said:
Who cares how they did on tests. I want to know more about how they approached everyday tasks: doing the dishes, cleaning, logistics, organization, etc. In one of Feynman's biographies he talked about little things that he wanted to change in certain tasks to make them better. It wasn't only physics, he saw things different in everything in life. That's most fascinating to me.

I agree! Thing is though its hard to find a good amount of detail of that sort.

Functor97 said:
Best response so far. This discussion is really pointless.

Even if you were a 4 time gold medal winner at the IMO and started taking grad courses at 15, there is no guarantee you will live up to the hype in math. Yes you will probably be good, but not certainly a modern Euler Gauss or Newton.

Not necessarily; I got a lot out of it, and I'm sure others will too.
 

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