Ashkenazi Jewish Intelligence

Ashkenazi Jewish Intelligence

Whether Ashkenazi Jews tend to have higher intelligence than other ethnic groups has been an occasional subject of scientific controversy. A 2005 scientific paper, "Natural History of Ashkenazi Intelligence," proposed that Ashkenazi Jews as a group inherit higher verbal and mathematical intelligence but lower spatial intelligence than other ethnic groups, on the basis of inherited diseases and the peculiar economic situation of Ashkenazi Jews in medieval Europe. Opposing this hypothesis are explanations for the congenital illnesses in terms of the founder effect, explanations of intellectual successes by reference to Jewish culture's promotion of scholarship and learning, and doubts about whether a group difference in intelligence really exists.

Read more about Ashkenazi Jewish Intelligence:  "Natural History of Ashkenazi Intelligence", Other Evolutionary Theories, Does A Group Difference in Intelligence Exist?, Problems With The Genetic Explanation

Other articles related to "ashkenazi jewish intelligence, jewish, ashkenazi":

Ashkenazi Jewish Intelligence - Problems With The Genetic Explanation - The Talmudic Tradition
... After the destruction of the Second Temple in 70 CE, Jewish culture replaced its emphasis on ritual with an emphasis on study and scholarship ... possibly providing a non-genetic explanation for contemporary Ashkenazi Jews' high IQs and prevalence in intellectual fields ...

Famous quotes containing the words intelligence and/or jewish:

    The information links are like nerves that pervade and help to animate the human organism. The sensors and monitors are analogous to the human senses that put us in touch with the world. Data bases correspond to memory; the information processors perform the function of human reasoning and comprehension. Once the postmodern infrastructure is reasonably integrated, it will greatly exceed human intelligence in reach, acuity, capacity, and precision.
    Albert Borgman, U.S. educator, author. Crossing the Postmodern Divide, ch. 4, University of Chicago Press (1992)

    I know that I will always be expected to have extra insight into black texts—especially texts by black women. A working-class Jewish woman from Brooklyn could become an expert on Shakespeare or Baudelaire, my students seemed to believe, if she mastered the language, the texts, and the critical literature. But they would not grant that a middle-class white man could ever be a trusted authority on Toni Morrison.
    Claire Oberon Garcia, African American scholar and educator. Chronicle of Higher Education, p. B2 (July 27, 1994)