Future Bright by Martin E. Martinez

Higher intelligence is linked to higher achievement. The demands of our world and culture are calling for higher achievement to address increasingly complex problems. As individuals and societies, we should strive to increase intelligence, which is possible, to arm ourselves to overcome these challenges. This is the opinion advanced by education professor Martin E. Martinez in his book Future Bright.

Martinez builds his case by starting with the link between intelligence and achievement. He cites studies that indicate that in school, work, and personal life, achievement is positively correlated to intelligence.

He moves on to describe what intelligence is, drawing on historic and current theories and research. A significant portion of the book is devoted to defining and understanding intelligence. The prevailing model is hierarchical. A single general intelligence is linked to achievement in all areas. There are also different types of intelligence that are linked to success in clusters of specific skills. Intelligence is affected by both genetics and the environment, and by both individual and cultural factors. If you are looking for a primer on intelligence that covers a lot of ground relatively briefly, you can find it in these chapters.

The hope that Martinez offers is that intelligence is, in part, learned, and it can be increased. Two major types of intelligence, most strongly related to general intelligence, are fluid and crystalline intelligence. Fluid intelligence is related to successfully dealing with novel situations. The heart of fluid intelligence is problem solving.  Crystalline intelligence is structured knowledge, such as is attained from formal education. It is not merely an accumulation of facts; it is an organized mental repository of useful information. The primary skill for crystalline intelligence is critical thinking, the ability distinguish credible, worthy, and useful ideas.

Problems solving and critical thinking are skills that can be learned and improved. Similarly, we can learn new information. By these means fluid and crystalline intelligence, and with them general intelligence, can be increased.

Intelligence is not the only determinant of success, for many intelligent people are not successful. Another important factor is what Martinez call “effective character.” These are personality traits that Martinez suggests can be learned or improved in most people. The critical trait is conscientiousness. Conscientiousness is associated with setting and pursuing goals, working with diligence, and seeking excellence.

Martinez offers several strategies for increasing intelligence. One that is in keeping with the motivation behind this blog is to increase crystalline intelligence (structured knowledge) by reading books. A work as long a book must be structured well to be coherent from beginning to end. In addition, effective written communication presents ideas in a manner that lends itself to analysis by critical thinking. Nonfiction books are especially useful for cultivating crystalline intelligence.

Though the strategies are aimed at the individual, he discusses how some of them are adaptable to parenting and schools. Because Martinez in the early chapters suggests societal benefits to higher intelligence, it makes sense that his book would also include suggestions for policy and cultural adaptions.

If you’re interested in this book, you may also be interested in

Change Your Brain Change Your Body by Daniel G. Amen

Double Your Brain Power by Jean Marie Stine

The Genius in All of Us by David Shenk

How to Build an Android by David F. Dufty

Moonwalking with Einstein by Joshua Foer

No Excuses by Brian Tracy

One Small Step Can Change Your Life by Robert Maurer

Your Intelligence Makeover by Edward F. Droge, Jr.

Martinez, Martin E. Future Bright: A Transforming Vision of Human Intelligence. New York: Oxford University Press, 2013.

How to Talk About Books You Haven’t Read by Pierre Bayard

Bayard, Pierre. How to Talk About Books You Haven’t Read. Trans. Jeffrey Mehlman. New York: Bloomsbury, 2007.

Regarding talking about books you haven’t read, Pierre Bayard might echo the Nike slogan, “Just do it.” Books are so much a part of a larger culture, so quickly forgotten and so interpreted through the internal experiences of readers that having read one brings little advantage to discussing it.

How to Talk About Books You Haven’t Read has three major parts, possibly an accidental homage to the lessons of a composition class. Bayard considers the issue of reading and non-reading (and how hard it is to tell one from the other), the social context of talking about non-read books and offers a new model for discussing books.

Reading is largely a matter of non-reading. We can’t possibly read every book there is, so the choice to read some is necessarily a choice to not read others, and a cultured person may choose to not read any of them. We may read every page or skim, and skimming may be a better way to understand a book as a whole. Even when we read a book, we immediately start to forget it. We hear about books we haven’t read.

This puts us in the position of talking about books we haven’t read (at all, or just skimmed, or forgot) whenever we discuss books. Bayard describes several such social situations, throughout building a case that what we really end up discussing is virtual book, made up of our own internal conceptions of the book and its place in the common library of our culture (including other books we probably haven’t read). He argues that we can’t exactly discuss a book because of all the factors of non-reading. Instead, a book becomes a pretext for discussion, a mental place for building common ground for communication (or so completely devoid of common understanding that people end up talking to themselves in exchanges with others).

In light of all of this, Bayard recommends laying aside the grade school shame of non-reading and discussing books anyway. He carries this pretty far, arguing that books are not fixed and we invent books out of our non-reading rather that discuss the books themselves. Discussions about books are really means of discovering and expressing ourselves.

Bayard can make our interactions with books seem so abstract and subjective that it may truly be best to not read them at all. Since he is a literature professor and an author, he probably doesn’t want people to actually go that far. His point is to get away from a narrow view of books and reading that limits the way people talk about them and move toward more creative and cultured engagement.