On Human Singularity, IQ and EQ

Barton Kunstler wrote an enlightening article in The Futurist entitled The Singularity’s Impact on Business Leaders: A Scenario, where amongst other insightful information, he pondered the question of how technologically enhanced people in a workplace environment would interact with ‘normal individuals’. It gave me a number of EUREKA moments that I may or may not get into in this blog.

In the latest copy of IT Brief a publication of Action Media, the editorial by Clare Coulson talked about IQ and EQ and how they often don’t come together. This is very true, but there is a tension that Barton Kunstler picked up on wasn’t so much the problem for people with high IQ, but with their ‘peers’ acceptance or intimidation, intolerance by people who might feel threatened by their enhanced capabilities.

He postulated that management in a traditional environment, which evolved as an “efficient survival and social-enhancement mechanism. He suggested that human beings who  had enhanced mental, perceptual and physiological capability would totally disrupt the status quo.

My take from this was that the lack of EQ in the average manager would consider these people known as ESI’s or enhanced singular individuals as a threat, which from an instinctive perspective, in the evolved human brain could be perceived as a threat to the status quo and the ‘superior’ position of today’s ‘Manager’, which could be in fact any person in an authority position.

This could be a fatal flaw and will be a major problem faced in all areas where people are bred or enhanced to have a higher intellect. This could be simply a greater ability to use their natural intelligence, or a connection to external intelligence such as a computer. I don’t want to go into the feasibility of this in this blog, because I have already covered this to some degree in my previous blog, Singularity and ESI’s, which talked about people who have lost limbs and can control prosthesis’ with their brains, which is already relatively common place.

So if we assume this is possible and perhaps already taking place in the labs at DARPA and other well financed institutions, then how can we deal with this problem? The first aspect of this is defining the problem. Is the problem that people with high IQ’s, don’t have high EQ, or is it that the people who don’t have a high IQ don’t have high EQ either?

A progressive manager in today’s world, will employ best of breed staff on the basis that the better the people in his employ, the more successful the business will be and the more that will reflect on him or her. The traditional manager will not want people smarter than they are and will feel threatened by them. I believe the latter is more prevalent, certainly from my personal experience.

An argument that many people put forward is that people with high IQ’s don’t have high EQ (required for rational human type problem solving). In some cases that is true. There are many case studies of people who were encouraged at an early age to study hard, be it music, maths, linguistics, what they studied doesn’t really matter, it was their inherent ability to study and I suspect that those people would have been good at what ever discipline they chose. So we see students going to university at the age of 13 or 14.

Many of these kids have degrees before their age group peers finish high school. In many cases they are poorly tolerated by their fellow university students, who can’t relate to them and drift into a lonely life. The relating makes sense, the social life of an average aged university student is very different to a pubescent teenager. They are barely emotionally compatible and some parents do their best to ensure that young gifted children in this situation still get to play sport and enjoy their childhood, which in some cases is very successful, but those children often find that they are intellectually so far ahead of the others, that they find the chatter childish and can no longer relate, so they are left in limbo.

Most public education systems lack support for gifted children and a common thread is that gifted children suffer from asynchronous development and that they need to stay within their own age group in order to develop social behaviors, physical coordination and dexterity and emotional maturity. They may lift them a level above their age group, but little more is done for them. Many gifted children are home schooled where they come from parents who were also intellectually gifted and learned from the lack of support they grew up with.

A serious problem I see for the future is intolerance of gifted people, or holding them back, limiting their independence and controlling what they can and can’t do.

For example, in the military, they are looking at developing combat personnel with extreme strength, fast reactions and reasoning. But what traditional military leader who has worked their way up the ranks is going to accept a junior ESI telling them what to do? This is highly unlikely and will cause all sorts of stress.

I can see more success in the fields of science, but if and when ESI’s are developed, however that takes place, there is going to be a serious ‘Us and Them’ situation taking place and this will lead to workforce and community problems between the enhanced humans and as Kunstler calls them, the ‘Norms’.

Living in New Zealand, we have an endemic Tall Poppy Syndrome attitude towards people who appear to be brighter than others, or more likely to over achieve. It is interesting that Wikipedia singles out the UK, Ireland, Australia and New Zealand as being countries that particularly single out overachievers, unless it is in the area of sport.

Kiwis will celebrate intelligence after the event, but often it takes a little help along the way. Ernest Rutherford was credited with having a gifted teacher, who helped him on his way to splitting the atom.

Other Kiwi children with high intelligence have had different experiences. For example a child who was exhaustively tested for 2 weeks by the Psychology Department of Auckland University and told he had an IQ of in excess of 165, was frequently bullied by a teacher who was incensed with being corrected by a child of 11. According to one web site, Einstein’s IQ was 160 as was Bill Gates. Charles Darwin apparently ranked 165. This student, as a result of school zoning was sent to a school with a brilliant history of rugby success, but a very poor academic record and certainly no support for a child who was reading and understanding Kafka and cosmic string theory.

Another common experience in New Zealand colleges is where children have been  threatened by their lesser performing peers that they will be beaten up if their exam results are significantly higher. In many Kiwi schools, getting on the 1st 15 in rugby is a far more highly praised achievement, yet those with intellectual prowess could well be the ones to combine Kiwi ingenuity with intelligence to build the country up as a knowledge society.

I want to ponder this some more, because ESI’s are being ‘created’ as I write this and the problem is, as Kunstler identified: How can ESI’s and Norms coexist? It doesn’t take a super brain to known that human’s are damaging our planet. Humans are a wonder of nature and their ascendancy to governing and damaging the planet is perhaps a result of their poor EQ. Logic might suggest that humans are bad for the longevity of life on earth. An ESI might decide that the best way to deal with this situation is to control the norms or eliminate them.

Note to self, read Vernor Vinge and see what he has to say, because the common thread that comes to me so often is Science Fiction becoming reality.

Perhaps what we need is another disruption to deal with the disruption. In effect take away the threat of human singularity, while embracing it’s ability to do good, rather than making better combat warriors.

The last word today goes to the many New Zealand Members of Parliament who abused their privileges and ministerial credit cards in droves. It appears that they have been rorting the system for years, but over the last year, have been getting caught out on everything from $1,000 lunches to buying themselves things like a new set of golf clubs. Add that to listening to them on radio or watching them on Parliament TV, you would have to wonder if EQ is on their qualification set.

eLearning, So What’s New?

This morning when I read the Herald, there was a story in a supplement on Education about eLearning. The supplement is obviously focussed on students heading for Uni for the first time and Abcd – e – learning was well written and researched, and it was a supplement, but I was also thinking, that it was ironic that it was presented as if it is something new. It was interesting that while I couldn’t find a link on the Herald’s website, I guess because it was a commercial supplement, I did find a story about using podcasting (which was key to this morning’s story) written in July last year called Pupils book place in world with podcasting, by Martha McKenzie-Minifie.

The story was largely about universities including MIT, Berkeley UC and Yale posting lectures as podcasts on iTunes U. It was about the benefits of students being able to listen to podcasts and make sure they don’t miss anything.

This was interesting timing because I have been having discussions with Massey University about eLearning for sometime and last month launched the Location Innovation Awards, which runs until February 16th 2009. I was considering adding eLearning to one of the categories, but given that the Awards are in fact a learning experience and the categories of Location Based Games, Social Networking, Proximity Based Marketing and widgets for AA Maps all provide scope not only for learning, but offer the opportunity for supporting education that is location based. For example a location based game music elearning could involve a treasure hunt in a community based around learning about the history of the area, which could be cultural, historical, ecological, environmental and so on.

In a recent blog I wrote about Music eLearning on the net and made reference to Gordon Dryden’s new book, Unlimited – The New Learning Revolution (which is totally about eLearning) which he told me will be on the retail shelves within a week or so. I feel I relate well to Gordon because I was also frustrated and bored with school as a teenager.

The problem for me was that I wanted to be a songwriter and musician and my parents sent me to a school where the major subject was rugby and music was a 40 minute session 3 times a month or so. By the time I got to 5th form I was bored to tears with subjects that I felt (and still feel) were irrelevant (although I guess there were a couple of exceptions, being French and Latin which have both served me well.

I didn’t pay much attention in class, was bored, found other ways to amuse myself. At the end of the year come exam time, I used a form of eLearning. I got all my school notes, typed them up on a typewriter, read them out loud into a tape recorder and played them back to myself while listening to Led Zeppelin in the background. Now I was aware already that Baroch music is far more conducent to learning, because it has a tempo that your brain matches into a state which is good for absorbing information. However, it wasn’t cool and this still worked and I did pass my exams, except for Geography which is ironic given that I speak a number of languages and have travelled aorund the world several times, it was just hard to record maps:)

I have been using audio tapes for many years to enhance my learning. I recorded radio shows and learned about cosmic string theory, and also bought and used Psychology tapes to learn about NLP, negotiation and other skills.

This morning in the shower I was learning about SPIME, which is very pertinent to my current focus of Location Based Services. I learned about it from a podcast interview with David Orban on the podcast of The Future and You by Stephen Euin Cobb. “A Spime is a location-aware, environment-aware, self-logging, self-documenting, uniquely identified object that flings off data about itself and its environment in great quantities.”

This technology is very relevant to my work in car navigation and future driving safety. Imagine if every car had SPIME technology and independant of any internet or cellular telecommunication technology, cars could communicate with each other, ensuring safe driving in terms of car proximity to each other, safe following speed and distance and the ability to react to an emergancy. For example, if the car in front of you engages its ABS and brakes suddenly. A SPIME technology could potentially tell your car which is following it, about the situation and have it react potentially seconds before your brain and foot can engage with your brake pedal. This could be a marvellous development of ADAS.

Anyway, I am heading off on a tangent, but the thing is that eLearning continues to keep me abreast of the latest developments in the fields I am interested in and you do not have to be a university student to access the information.

I often listen to University Lectures at iTunes U and so can you. If you are interested in a topic and want to follow the lectures whether you are studyig at a university or not, they are as close as your iPod.

While this blog is starting to get a good following, I would love to get more readers and encouraging me to keep writing. If you feel that my blog is interesting I would be very grateful if you would vote for me in the category of best blog at the NetGuide Web Awards. Note that the form starts each site with www whereas my blog doesn’t and is of course https://luigicappel.wordpress.com.

Thanks so much for your support:)