Even if we take intelligence to mean IQ alone, I doubt there is much difference in average IQ between logical and ethical types, or intuitive and sensing types.
Confusion on the subject probably comes from 3 sources:
1. MBTI typological drift leading to the pigeonholing of intelligent, creative individuals into intuitive introverts. This carries over into English language socionics.
2. Augusta's and other early writings on the subject which carried a clear ILE bias (a combination of intuitive bias, logical bias, and Alpha bias). The role of intelligence was discussed only briefly by her as determining the "capacity of the intellect," but nothing more. She still incorrectly typed many original thinkers and theory builders as ILE.
3. The tendency to want to find a socionics label for every psychological phenomena.
I've typed the smartest man in the world as an LSI — probably not a type that most socionics people would expect. ( http://socionist.blogspot.com/2007/0...st-man-in.html ) If an ILE were that smart he'd probably die from absentmindedness before reaching adulthood...
Here are some ESE theory builders (my typings): Richard Dawkins, Ken Wilber. Of course they are in the minority, but the very fact they exist at all should be reason for pause.
There are other misconceptions related to the role of ethics, namely the idea that ethical competencies relate only to the social sphere. In my opinion ethics also confers potential intellectual advantages, particularly a better understanding of what is important and what isn't. I often find myself comparing ILEs and IEEs. The ILEs much more easily get carried away with things of no importance to society simply because they're interesting mental games. An IEE, in contrast, has a strong inner sense of what things are important (i.e. have the potential to change society, culture, people, etc.) and begins to lose interest in things when he can't see such a connection. In my scientific interests, I see ethics as helping me sift the important from the unimportant and avoid wasting time studying things of little consequence.


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