The findings add to a growing body of research suggesting that a student’s ability to delay gratification can be as important to academic success as his or her intelligence—and that educators may soon know how to teach it.
The “growing body of research…” has been around for awhile, but the eduthink group is developing their spin so that we can teach our way out of neurological attributes. This is done by mixing correlation with causation much like placing the cart before the horse.
The studies by Mr. Mischel, who is now a psychology professor at Columbia University, and a cadre of other researchers have helped change the way scholars and educators think about why students succeed academically. In a separate self-control study, Angela L. Duckworth, an assistant psychology professor at the University of Pennsylvania, even found that self-control was a better predictor of a student’s academic performance than an IQ test.
I’ll be the first to admit that challenging the assertion of an esteemed professor is daunting, but I’m skeptical. My skepticism is a result of watching the elites manipulate research and broadcast the findings through a well established network of professional organizations and media outlets that share the similar leftist agenda. That “scientifically” engineered agenda being that the state can cure everything, or better known as nutureering.
The Education Week article fails to point out prior research by the contrarian group: Jensen, Rothbard, Gottfredson, etc. that IQ correlates with all of the article’s revelations. The problem is with causation. IQ has a heavy hereditary load, and isn’t malleable, therefore, teaching impulse control- a genetic attribute so that children will do better in school will be problematic. However, it does fit into the establishment agenda to nutureer society, and is a good way to fleece the public treasury.
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