The article revisits the Flynn effect, a psychological phenomenon that indicates a steady increase in standardized IQ test scores from 1900 to 1970. It reveals that, for the first time in history, this upward trend is reversing in several developed countries, particularly in Norway. Research conducted by the Ragnar Frisch Centre for Economic Research on 730,000 Norwegian citizens suggests that the drop in IQ is not primarily due to demographic shifts but rather an accelerated deterioration of the social and educational environments in which individuals learn and grow.

The article emphasizes that the decline in IQ scores cannot be attributed solely to factors like water and air pollution, which notably impact urban IQ by up to ten points. Instead, it argues that the social fabric, including schools, is eroding, with traditional educational strategies becoming less effective in an age where technology is rapidly changing how knowledge is disseminated. The ongoing advancements have rendered many conventional teaching methods and tools, such as standardized tests, increasingly irrelevant.

As the discussion unfolds, the implications of this trend raise concerns about the future of education and intelligence in society. The author prompts a reflection on the importance of adapting educational frameworks to better address the challenges posed by contemporary societal changes, suggesting a need to innovate in teaching methodologies to foster a more conducive learning environment for upcoming generations.