I recently had a discussion with my son about a controversial academic topic. He was struggling to find someone willing to engage in a meaningful dialogue. People on both sides of the issue seemed either emotionally invested without evidentiary support or lacking sufficient background knowledge for substantive debate. Moreover, due to the current political correctness and cancel culture environment, even gathering new data on this unpopular subject is challenging. This exemplifies the failure of the scientific community to uphold impartial inquiry, a key factor underlying my view that scientific consensus is predicated more on rhetorical appeals than dispassionate analysis.

The topic stemmed from The Bell Curve, a 1994 book by psychologist Richard J. Herrnstein and political scientist Charles Murray. The authors argued that intelligence, as measured by IQ tests, has a strong genetic component, with race and ethnicity as statistically significant variables. Specifically, they claimed the average IQ score for whites in the US was one standard deviation higher than for blacks – 102 versus 85, as depicted in the chart below.

While the details are less relevant here, the core issue is the purported gap between racial groups. As shown, there is substantial overlap in the bell curves, but the one representing blacks is notably shifted leftward from the white curve.

As a statistician, I tend to focus more on methodological rigour and meta-analyses than the mathematical computations themselves, which I presume were executed properly.

My first consideration was the validity of IQ tests as a proxy for achievement, given the cultural biases these metrics contain. Even accepting the IQ gap argument, issues around test construction leave open the ‘so what?’ question. However, the study’s findings were largely replicated 15 years later, suggesting some robustness.

My son observed that the current sociopolitical climate would likely preclude similar research from being funded or published today. Accusations of racism would be inevitable, even for a purely academic inquiry on this topic – creating an artificial blind spot in the science.

While understandable given the history of eugenics abuses, refusing to objectively investigate testable hypotheses is antithetical to the scientific method, which relies on falsifiability and replication. Without permitting studies to potentially confirm or refute a claim, we are left guessing. This is how scientific narratives are socially constructed – not by a disinterested search for truth, but through consensus and conformity enforcement.

I am sceptical of social science approaches generally, which often appear pseudoscientific. However constructive criticism should apply equally to so-called hard sciences like physics, where incompatible models of quantum gravity and dark matter proliferate, awaiting the next paradigm shift.

In summary, my son’s concern was that even proposing this controversial thesis as a dissertation topic could lead to professional censure. Personally, I take no position on the veracity of this hypothesis. However, as a matter of scientific integrity and public policy relevance, arbitrarily declaring certain academic questions off limits seems contrary to the principles of an enlightened, post-Enlightenment society. We cannot refuse to ask difficult questions for fear of inconvenient answers.