The Not-Understanding Perceptron, and the Grim Shadow of the "Average Man"

... and if you're too intelligent
they'll cut you down to size;
they'll praise you till you're happy,
then they'll fill you full of lies ...

"Cradle to the Grave", album of the same name, Subhumans (1983)

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A friend of mine came up to me unexpectedly today, with some obvious concern and agitation. "Can I ask you about something? Could you explain something to me?" he said. I said okay, and he took a piece of paper out of his pocket and began folding it awkwardly back and forth, trying to hide most of the contents while showing me just one small part. Finally, he handed it to me and asked very soberly, "What does this mean?" I looked the paper. It was a score from an IQ test. The score was not good.

It was at that point that I thought about what it must feel like to receive a piece of paper that tells you that you are officially stupid.

I've known this friend for a while. He had a difficult past. He's attending a local community college. He wants to go on to some position where he can counsel troubled kids -- not kids who are troubled about the usual things that trouble kids, but kids who are troubled in a way that's bigger and deeper and harder to articulate, who have been to jail, or will likely end up there soon. He's an honest person. He's a curious person. He works hard. And I could tell that he understood what the paper said, at least in literal terms. I could tell he was hoping, perhaps, that there was some subtle detail of the report that would nullify or at least mitigate the coldly obvious meaning. It was not a question about scales or confidence intervals, even though I explained these ideas at some length so as not to seem flippant or condescending.

There was no way I could just hand the paper back and say, "It means you have a low IQ."

What happened is, I sat back in my chair and said this:

"Look, I don't know much about this sort of thing or about IQ tests or what they're really good for or exactly what they mean. They've been around for a while, and a lot of people have criticized them for a lot of reasons, and they still give them out anyway, but none of that is really the point. The point is that it's all bullshit. The point is that a test score just tells you how well you scored on a test, and nothing more than that. For some reason, we've come to live in a fucked up world where people give us test after test after test to evaluate what use we, as human beings, have to them, as figures of power and authority. It's a bad measure. What's really good and interesting about human beings is how adaptable we are. If we can't do things one way, we can find another. We're never incapable; the only thing we ever lack is persistence or inventiveness. This score doesn't matter. It doesn't tell you what you can or can't do. It doesn't tell you whether or not you'll succeed in life. It doesn't tell you who you are. Those are all things that you determine for yourself. So the meaning is nothing; it's just a test, don't worry about it. Life isn't a test; it's a challenge. It's hard, but there's always another way. There's always a way to live."

Then I handed the paper back, and left.

I sincerely wonder why we insist on so many abstract metrics of people. They may serve an organizational purpose, but they serve no individual purpose, and in some cases even represent and individual harm. Perhaps it's a bit worn and trite to criticize tests and tell people that they can do whatever they want. I acknowledge that not everyone has the same abilities. I acknowledge that some people will try things and succeed, while other people will try things and fail. I acknowledge that we are all stuck playing with the lot we're dealt. What I take exception to is the proposition, implicit in every quantitative metric of a person, that there are only a certain number of clearly circumscribed roles a person may play in life, and all of those can be characterized by a certain number of simple, measurable quantities.

I don't think anyone would dispute the simple proposition that capability is only really proven when the thing is done. Can you write? Write something. Can you fight? Fight someone. Can you think? Come up with an idea. That is all fine and good, but what is often not recognized is that narrow metrics such as standardized questionnaires and puzzles measure only a person's competence in one particular strategy of doing, not that person's overall capacity for thinking, learning, or doing. There is an enormous breadth and variety to the genres of writing, styles of fighting, and certainly to ideas. In the end, the one goal that all of us hold as ultimate is simply to live. As far as I can see, the measure of that is something that we all figure out for ourselves.

I wouldn't be the first person to criticize the IQ test; as far back as Vygotsky and Luria, people were well aware of the influence of a industrialized education on the direction of concept use and formation. The modern practice of measuring by standardized test even resembles, to some substantial degree, the operation of very primitive feature-weighting recognizers (e.g. Rosenblatt's perceptron), which Minksy and Papert famously showed could not even distinguish the presence of such basic relationships as continuity. There is a remarkable synthesis in the way human cognition sees form as function and function as form; one sees it everywhere, in our tools, in our art, in our basic ways of thinking. Batteries of questions aimed at abstracting some particular feature of an individual, however, separate the form of the person from the function being sought. The issue is not one of which kinds of intelligence we should measure, or which quantities are really important in determining health, fitness, or success. The issue is that the measurement of finite quantities is a procedure fundamentally insufficient to the task of determining what we should do with ourselves, or how.

If that sounds like a trope or a triviality, stop and really imagine for yourself how exactly would it feel to receive an scientific report documenting how stupid you are.

One of the really interesting things about being human is that we make purposes and meanings for ourselves. This is not an inspirational appeal that takes us away from the compelling argument that simple biological impulses underly our lives and activities. This is assertion of the brilliant complexity with which those impulses manifest when placed in a brilliantly complex world. What's amazing is that we all end up acting as differently as we do even though we all start with same small handful of biological goals and directives. A clever strategy can turn a weakness into a strength. Sometimes, the meek really do inherit the Earth, and nobody sees it coming.

Sometimes, however, is not the same as always. Sometimes the test speaks the truth. Sometimes might is right. Possibility, however, is an essential organizing principle of how we think about ourselves and the directions of our lives. To borrow notions from the cognitive scientists, our identity is fundamentally tied to a self-ideal, that is, to a persistent thought not just of who we but who we want to be. Without the ability to imagine possible selves and possible futures, the whole sense of self collapses. If tomorrow's outcomes are all completely and fully known today, there is no human sense in bothering to live them all out. (This assertion is pregnant with all kinds of epistemological interpretations.) Of course we need to know, in plain, unsparing terms, how the world is. Of course we need to know, frankly and directly, what our weakness are. But each of us, if we are to go on living at all, also has to be able to imagine better.

I have an above-average IQ. I know this because in fourth grade I went to a quiet, out-of-the-way room in my school and took a strange-looking test, after which they sent me to a so-called "gifted program" once a week. There, we got to do things like tinker with fractal-generating computer programs and assemble-your-own-robot kits. I liked the things we learned, and I liked the absence of the overbearing regimentation that pervades ordinary public schooling, but to tell the truth, I never liked any of the other children there. They all knew that they had taken a test, and that adults approved. They knew that they had been declared officially intelligent. As such, they were all filled with insufferable smugness and self-satisfaction. Knowing that they could do things to please adults, they competed viciously among one another for praise and attention. Based on my later contact with intelligent, talented, and highly educated persons in my adult life, these are features that, I am almost certain, many if not most such children retain for the rest of their lives. Knowing that you have been blessed with "the gift", it is difficult to resist fascination with your own wonderful ability. Having this fascination, it becomes difficult to arouse much interest in what your work means for the other humans you share the world with, what shortcomings or limitations you might have despite your talents, or what people without "the gift" might think or have to say. Having a belief in your own excellent function, you lose the form of yourself as human being, with all the frailties and blights that entails.

Blame or praise only really help when they suggest new directions. There is no "good function" or "bad function", only "good for this" or "bad for that". The only real function is to live out our lives, and that is something we do in whatever way we choose. So what if you have a low IQ? Human chess players are helpless to beat powerful chess playing algorithm, but people still play chess. The joy of a game is just in the playing; in just the same way, the joy of living is not in solving any single problem, or meeting any one goal. So what if you have a high IQ? Your shit still stinks, and somebody still has to clean it up. The world is unimaginably huge and complicated, but everyone has a place in it. Contrary to some opinions, there is no placement test to tell you where.