The Aptitude Myth: How an Ancient Belief Came to Undermine Children's Learning Today

by Cornelius N. Grove

Why do most Americans assume that a child’s inborn intelligence is the key factor in explaining why that child does well or poorly in school?

This question wouldn’t be worth asking if most people around the world thought similarly. But they don’t. Most use a totally different assumption as their main explanation for a child’s academic prowess (or not).

So why do we routinely turn to this assumption? Is it scientific fact? Or did we learn it from our elders?

We learned it from our elders. They, in turn, learned it from their elders. And they, in turn… The story about where this idea began and how it was passed down across many generations to us is told by “The Aptitude Myth.”

If you’re drawn to history books that are not too long, not chock full of names, dates, dynasties, and battles, then consider “The Aptitude Myth.”

It’s a history of ideas. The text is only 178 pages long. It scarcely mentions a single dynasty or battle, and there are only about a dozen historical figures whom it discusses at length (some you’ve already heard of, like Aristotle). The chapters are short, and the writing is like someone talking to you.

Furthermore, this book comes with its own website – theaptitudemyth.info – where a reader will find two aids to understanding. One is a list of “what’s worth remembering” from each chapter. The other is a genealogical chart of the streams of Western thought that led to our current assumption, that inborn intelligence is the key explanation for each child’s academic ability.

“The Aptitude Myth” is short. It’s reader-friendly. It digs into the past to illuminate our present. And it comes with on-line aids to understanding.

What to know more? Author Cornelius Grove recently was interviewed by journalist Sarah Eames about this book. Search for “Thrive Global author Sarah Eames.” It’s her July 5th interview.

Genres: Nonfiction, History

208 pages, Paperback

First published January 1, 2013

About the author

Have you ever heard of anyone who’s an “ethnologist”? That’s what I am. Ethnology is a discipline whose practitioners compare the values and ways of life in two or more societies to come up with insights about effective living for the people of those societies, and for others as well. Literally, ethnology means “ethnic group study” (ethnos + ology).

I’m an ethnologist of education. I compare child-rearing and schooling within a variety of societies to gain insights into effective ways of bringing up children to become productive, responsible adults. My principal raw materials are the research findings of anthropologists of childhood and others who explore homes and schools around the world.

Does this all seem too scholarly for you? Please know that I’m determined to write books that are engaging and readily understandable. I actually have friends who read all my draft chapters and point out where I haven’t been 100% clear. And my books are quite short; the longest one (not including appendices, notes, etc.) is only 195 pages. My goal is to make anthropologists’ fascinating and insightful research findings accessible for regular folks.

● THE APTITUDE MYTH . For this book, I relied on the findings of historians. I wanted to know why many Americans came to believe that a child’s grades in school are very largely a reflection of their inborn intelligence (aptitude). 178 text pages. www.theaptitudemyth.info

● THE DRIVE TO LEARN . I was curious why East Asian children are better students than their American peers. I found two reasons. The first is discussed in this book: it’s about how East Asian parents raise their children at home. 116 text pages. www.thedrivetolearn.info.

● A MIRROR FOR AMERICANS . This book discusses the other reason why East Asian children are superior students: it’s about how they are taught in East Asian preschools and primary schools (up to grade 5). 126 text pages. www.amirrorforamericans.info.

● HOW OTHER CHILDREN LEARN . I explore five traditional (pre-modern) societies in which there are few schools or none at all, focusing on how parents enable their offspring to mature into productive, responsible adults. Described is child-raising among African hunter-gatherers, high Andes herders, Navajos of our Southwest, and villagers of the Middle East and of India. 195 text pages. www.howotherchildrenlearn.info.

Reviews

[John Doyle · Rating 4 out of 5]

Alright, I admit it, I fell for the adorable cover picture… mostly. Who could resist a cute little girl with her hands raised uncertainly before a chalkboard plastered with symbolisms that only an erudite professor could uncover? That freely admitted, having served as an educator for 13+ years, the idea behind the title intrigued me—particularly in light of the ‘growth’ verses ‘fixed’ intelligence mindset paradigm that recent psychological research has uncovered. Little did I expect to be conducted down a masterful and scholarly 2,000+ year historical-philosophical expose on student ‘aptitude’. Cornelius Grove practically weaves the whole of human history into his overarching point that children’s learning is being undermined by a sense that some children are naturally apt for learning while others are much less so. While I agree with the book’s overarching conclusions and certainly would advocate for more focus on an educational approach directed at learning and mastery rather than the stagnation that occurs when many children are labeled as intellectually ‘unfit’, I certainly do not agree with a few of his historical arguments. For instance, Mr. Grove clearly doesn’t understand the concept of original sin when he accuses the Catholic Church of using that concept to supposedly glorify a state of childlike innocence. Being childlike is not the same as remaining intellectually stunted and it is precisely due to the effects original sin that human nature at all stages of growth is fallen—even in childhood. Therefore, aptitude is by no means a natural state of grace-filled childhood, but one that must be achieved through the interaction of teaching, effort (virtue), some natural ability, and grace. While I respect the author’s critique of the scholastic aptitude tests and the ‘aptitude myth’, I would also be wary of any attempt to either undervalue or deny temperament differences and types of intelligence. Despite these caveats, I am glad to have persevered though the book; its conclusions only confirm the experience of many fine parents and educators who refuse to allow their children or students to wallow in mediocrity but push them hard in order to expand and build on their mental gifts by means of determined and relentless effort.

[Stephen Gensemer · Rating 5 out of 5]

This book isn't quite your usual history book. For one thing, it’s amazingly short for a story that begins in Ancient Greece and ends in the 1920s. For another, it’s not a political, economic, or military history, but rather a history of an idea. Better, it’s a history of an opinion about children’s learning. I found it really interesting to learn that this opinion originated with Aristotle, and then to see how it was gradually passed down to us over about 2,500 years. (OK, the Dark Ages are pretty much skipped; nobody was thinking much about ideas then.) The Aptitude Myth is thought-provoking while also being easy to read. It’s had an impact on how I talk with my children about their school work. The only thing I’d fault is the Introduction, which is way too long. Just skip it. Begin with Chapter 1.

[Andrea · Rating 5 out of 5]

Loved the book, especially the last chapter. Thoughtful explanation of how our western education expectations have strayed far from our original understanding of how best aid our kids in developing a love of learning and becoming thoughtful and curious adults!

[Peter Z.]

"Insure"?