I think Charles Murray's position is misrepresented here. At least in his latest book (Facing reality), he doesn't talk about genetics (of which he is not a specialist), but about inheritable characteristics. His point is that you don't know where the cursor is between genes and early education/environment, but since you can't take children away from their parents at birth, the distinction doesn't really matter from a public policy point of view.
He doesn't say that genes (or early environment) is the only thing that matters either, and points at evolution in the IQ distribution over time, and takes the argument that if you were to put an "asian tigger mum" behind each children, you would most likely get an impact on scores.
For those interested, his debate with Coleman Hughes is interesting [1]. Coleman makes an good objection. He says that these studies on variations in IQ distributions may or may not be correct, but that we shouldn't publicise them because most people are incapable of thinking in term of distributions, and will treat an individual differently based on one of the metrics (mean, percentile, standard deviation) of whichever way you cut the population. I am conflicted on that. On one side I oppose the idea that you shouldn't look at the facts because the facts could be misused (the "chemistry is bad because Zyklon B" argument). On the other hand I have seen enough educated and smart enough people incapable of thinking in term of distribution to acknowledge that Coleman has a point.
He doesn't say that genes (or early environment) is the only thing that matters either, and points at evolution in the IQ distribution over time, and takes the argument that if you were to put an "asian tigger mum" behind each children, you would most likely get an impact on scores.
For those interested, his debate with Coleman Hughes is interesting [1]. Coleman makes an good objection. He says that these studies on variations in IQ distributions may or may not be correct, but that we shouldn't publicise them because most people are incapable of thinking in term of distributions, and will treat an individual differently based on one of the metrics (mean, percentile, standard deviation) of whichever way you cut the population. I am conflicted on that. On one side I oppose the idea that you shouldn't look at the facts because the facts could be misused (the "chemistry is bad because Zyklon B" argument). On the other hand I have seen enough educated and smart enough people incapable of thinking in term of distribution to acknowledge that Coleman has a point.
[1] https://www.youtube.com/watch?v=OE5QcD_12fQ