High IQ Societies for Outsiders

Mensa, Triple Nine Society, Prometheus; these are not secret societies inhabited by the special elect, but open non profit organizations with select/private membership. By non profit, think of the status the Tea Party attempted to get in order for massive donations to come in, which the IRS blocked, sabotaged, and use to harass the donors and organizers in a specially targeted act before the 2012 elections in the USA.

These are non profit but also non political alliances and loose societies. They function with a email list, chapters (like local churches in the Southern Baptists), as well as a magazine or journal (like peer review journals and scholarly products). While studying this subject, as an adjunct or tangent to the 2400 scored SAT vs the older 1600 scored SAT, I found an interesting article that was published in one of these aforementioned journals, concerning scholarship on high IQ individuals.

Much of the conclusions tend to line up with what I have already discovered on my own, and deduced using my own methods. It’s nice to see someone who can do the same, even though we exist on different time-space coordinate. I’m not a member of Mensa nor are my gifts quantified by mental energy or standardized testing. What they term the gifted, those below or above IQ 150, qualifies for about 2+-% of humanity. The upper part that is. I am merely above average, during early tests showed me in the 90-95% more or less on various IQ related tests. I do not have the mental energy or inherent abilities of the prodigies or geniuses, yet I am high enough in the echelon hierarchy to understand them as well as “rotate down” higher level material to my level, which is digestible by a far larger proportion of humans. It’s not a method I came up with, but something I discovered when looking at various martial arts teaching methodologies online. Some instructors had a natural or innate ability to “rotate down” material they understand to verbal-linguistics.

To give a minor example, the statistical inferences and methods used by Grady is easy to understand. Yet I came to the same conclusion he did, using my own methods, the ability to analyze human behavior and infer the cause of it. In this specific case, looking at autism and how society has treated them, easily allowed me to infer the conclusion that many of those high level savant talents are malformed and turned to self destructive tendencies by the idiocy or corruption of human society. Humans don’t understand idiot savants, and as a result those with autism, even the higher functioning Asperger’s, become less and less capable of functioning in normal society. This distorts and destroys their ability to use their gifts, which causes a correlative decrease in their own stability and potential growth. But before the “autistic” label came out and drugs were used to treat them, there were individuals that had several savant level abilities who did conform well to society, and even managed to learn enough languages to explain his phenomenon to the world via a book. As Grady supplied, it is not high IQ or the kind/level of gifts which corrupt or damage humans, it is the environment they are around and how they manage to manipulate/control their own abilities to adapt to that environment.

On the other hand, I do understand personally what the High IQ societies speak of when comparing themselves to the rest of humanity. There is indeed a distance, between people who can understand these concepts and people like Newton who had to come up with calculus to even write in mathematics what he was seeing with gravity laws. Trying to explain my original hypothesis and conclusions, which often turn out to be correct to the chagrin of the modern scientific consensus quo, to the rest of humanity is pretty much pointless. Either they’ll figure it out on their own, or they will not. Explaining things is useless for people who cannot form the ideas on their own initiative.

As for Socrates, he was also a hoplite citizen warrior, so intelligence is probably not merely mental. It is also spiritual and physical. I do agree with the idea that only the highest of humanity tend to have the talent and will to develop that talent, which pulls the rest of humanity forward in knowledge and progress. But those individuals are the worst ones to lead or guide humans on that path, they can only carve a new one. The IQ difference between a leader and its followers can only accommodate about 30 points of difference, which is something else I’ve also witnessed. Feudalism and delegation starts sounding better and better. The idea of a purely centralized totalitarian system for the governing of humans only works when they reduce all humans to livestock or make “equal” humanity’s talents/gifts. It is a rather moronic idea, as expected of New Eden globalists and utopians. Other than a God level power, it’s impractical, if not impossible.

There still remain, however, four adjustment problems that continue to perplex the gifted throughout their lives, two applying to all levels of giftedness, and two applying almost exclusively to the exceptionally gifted–i.e. those with childhood IQs above 170, or adult Concept Mastery test (T) scores above 155.
One of the problems faced by all gifted persons is learning to focus their efforts for prolonged periods of time. Since so much comes easily to them, they may never acquire the self-discipline necessary to use their gifts to the fullest. Hollingworth describes how the habit begins.
Where the gifted child drifts in the school unrecognized, working chronically below his capacity (even though young for his grade), he receives daily practice in habits of idleness and daydreaming. His abilities never receive the stimulus of genuine challenge, and the situation tends to form in him the expectation of an effortless existence [3, p. 258].
But if the “average” gifted child tends to acquire bad adjustment habits in the ordinary schoolroom, the exceptionally gifted have even more problems. Hollingworth continues:
Children with IQs up to 150 get along in the ordinary course of school life quite well, achieving excellent marks without serious effort. But children above this mental status become almost intolerably bored with school work if kept in lockstep with unselected pupils of their own age. Children who rise above 170 IQ are liable to regard school with indifference or with positive dislike, for they find nothing in the work to absorb their interest. This condition of affairs, coupled with the supervision of unseeing and unsympathetic teachers, has sometimes led even to truancy on the part of gifted children [3, p. 258].
A second adjustment problem faced by all gifted persons is due to their uncommon versatility. Hollingworth says:
“Another problem of development with reference to occupation grows out of the versatility of these children. So far from being one-sided in ability and interest, they are typically capable of so many different kinds of success that they may have difficulty in confining themselves to a reasonable number of enterprises. Some of them are lost to usefulness through spreading their available time and energy over such a wide array of projects that nothing can be finished or done perfectly. After all, time and space are limited for the gifted as for others, and the life-span is probably not much longer for them than for others. A choice must be made among the numerous possibilities, since modern life calls for specialization” [3, p. 259].
A third problem faced by the gifted is learning to suffer fools gladly. Hollingworth notes:
A lesson which many gifted persons never learn as long as they live is that human beings in general are inherently very different from themselves in thought, in action, in general intention, and in interests. Many a reformer has died at the hands of a mob which he was trying to improve in the belief that other human beings can and should enjoy what he enjoys. This is one of the most painful and difficult lessons that each gifted child must learn, if personal development is to proceed successfully. It is more necessary that this be learned than that any school subject be mastered. Failure to learn how to tolerate in a reasonable fashion the foolishness of others leads to bitterness, disillusionment, and misanthropy [3, p. 259].
The single greatest adjustment problem faced by the gifted, however, is their tendency to become isolated from the rest of humanity. This problem is especially acute among the exceptionally gifted. Hollingworth says:

1, he gets it. 2, he also gets it. 3, yes he gets it.

Our senpai gets it.

Aldous Huxley once wrote:
Perhaps men of genius are the only true men. In all the history of the race there have been only a few thousand real men. And the rest of us–what are we? Teachable animals. Without the help of the real man, we should have found out almost nothing at all. Almost all the ideas with which we are familiar could never have occurred to minds like ours. Plant the seeds there and they will grow; but our minds could never spontaneously have generated them [4, p. 2242].

Strangely, another senpai that is usually mentioned in the political dystopian context, gets quoted. If he is that “Huxley”, of course, then that would be an interesting tie in. Right now I just realized I’m rotating Japanese sentence structures and memes down to English. One of the after effects of thinking with two language cores at the same time, there’s a timing issue just as there is with dual core first gen cpus. For someone that learned latin at 3-6 years of age, how many language cores would that ‘human’ be capable of using at age 25?

Another off hand theory concerns modernish neurological brain states or models. One model, the atheist materialist ones, has it that the brain creates and is the origin of consciousness, will, and personality. The other model, the half spiritualist model or quantum physics model, is advocated by Penrose (if I recall correctly) and others who claim that the brain is merely a filter, a radio, that captures signals from this plane of existence (4 dimensional space time) so that the soul (in another dimension) can manipulate and be manipulated by events on this plane or dimension. This other plane of existence would house the soul or the Quantum data form.

Now in light of that relatively new theory, due to the intersection of quantum physics with Christian supernatural theology and neurological brain models, how would one place the High IQ individuals into this paradigm?

It’s something that statistical analysis, logic, mathematical models, which high IQ individuals are known to excel in, comes face to face with other elements that they aren’t well known for. In other words, there’s a problem with using logic or statistics to observe God or divine level entities. One theory even has God planning to raise up humanity to the level of divine beings, gods or angels, who are as perfect in body as in intellect and heart. Can a human with an IQ of 250 accomplish the same? Can they even attempt to formulate such a plan let alone acquire the resources to implement it? Thus is the difference between the highest of human minds compared against the Most High, the most wise and intelligent, as claimed in human theology. Not a problem I want to try solving. Above my paygrade. Make it somebody else’s problem. Raise the level of humanity? The reply from many high IQ society members would be, “why would anyone want to raise livestock to the level of humans” or something of that nature. Beware the Watchers though.

Reference materials:

IQ table and what percentile people are in.

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