Could you perhaps offer a couple of examples or two of how this, um, materializes for us?

Yeah, for sure.

I mean, really, you know, if, if we look in the United States, and to be clear, obviously the United States and the UK, um, while they obviously share, uh, a commitment to high-stakes standardized testing and these, these sort of neoliberal education reforms that are ranking, you know, schools and teachers and everything, and the UK in many ways is, uh, more intense ar- around that, right? Like we don't have the public, you know, school post rankings that get, that get put out in the same kind of way, at least, uh, in the US.

Um, but, but the US, you know, historically we can s- you can really trace how early psychologists, educational psychologists, and psychologists in general, uh, took, you know, uh, Binet's original IQ tests, right? Which Binet sort of developed to, to really look for developmental disabilities in young children.

And in sort of in a typical US crass, crass approach, uh, these early psychologists, um, adopted those tests- And work, rework them to, uh, try and measure, uh, the int- the intelligence of adults, right? And here we see the birth of the concept of, you know, IQ, right, intelligence quotient.

Um, and looking at age versus, uh, intelligence, and you get- so we get this, you know, nice neat number wrapped into it.

And, and so we see them doing this in, like, the late 1800s, early 1900s in the US.

Mm