Higher Education for the Intellectually Superior on Merit | Editorials by CSS & PMS Aspirants
The following article, “The Higher Education should be given Only to Those, Of Course, or Merit, Who are Intellectually Superior.”, is written by Sara Khalid, a student of Sir Syed Kazim Ali. Moreover, the article is written on the same pattern, taught by Sir to his students, scoring the highest marks in compulsory subjects for years. Sir Kazim has uploaded his students’ solved past paper questions so other thousands of aspirants can understand how to crack a topic or question, how to write relevantly, what coherence is, and how to include and connect ideas, opinions, and suggestions to score the maximum.
Higher education should not be limited to the intellectually superior in an age where access to education is lauded as a fundamental right. However, some argue that universities should be exclusive sanctuaries for the exceptionally gifted, where intelligence reigns supreme over all other factors. But this perspective is deeply flawed. Indeed, higher education should not be a privilege reserved solely for the intellectually elite; instead, it should be granted based on hard work, persistence, and competency. Thus, the assumption that intelligence alone equates to success is a destructive misconception that undermines the true purpose of education.
Moving ahead, the arguments that prove that intelligence is not a true indicator for individuals to acquire higher education are discussed hereunder.
- The Fallacy of Intelligence as the Sole Criterion
First and foremost, while valuable, intelligence is not a guaranteed predictor of academic or professional success. And many studies have shown that persistence and diligence outweigh raw intellectual ability in determining long-term achievement. To elaborate, a Harvard School of Education survey found that 76 per cent of moderately intelligent students who demonstrated consistent effort outperformed those who relied solely on their natural intellect. This finding suggests that intelligence without dedication often leads to complacency while hardworking individuals continually refine their skills; adapt to challenges; and develop a resilient work ethic – qualities indispensable in higher education and beyond.
Moreover, defining intellectual superiority itself is problematic. Intelligence is multifaceted, encompassing analytical reasoning, creativity, emotional intelligence, and problem-solving abilities. Traditional IQ tests measure only a narrow spectrum of cognitive skills, failing to account for qualities such as perseverance and adaptability. If universities were to base admissions solely on intellectual prowess, they would risk excluding countless capable students who, despite not excelling in standardized assessments, have the determination and discipline necessary to thrive in higher education.
- Competency and Work Ethic Trump Raw Intelligence
Besides mere intelligence, competency and work ethic remain the strongest indicators of success. A Michigan State University study suggests that many highly intelligent students fail not because of a lack of ability but due to an absence of persistence and discipline. When left unchecked, intelligence often breeds overconfidence, leading students to underestimate the effort required to achieve academic excellence. On the contrary, students who rely on perseverance tend to approach challenges strategically, fostering knowledge retention and problem-solving skills.
Take, for instance, the success stories of individuals who were not considered “gifted” but reached the pinnacle of their fields through sheer determination. Thomas Edison, Oprah Winfrey, and J.K. Rowling were not recognized as prodigies but attained unparalleled success due to their resilience and hard work. Therefore, if universities only catered to the intellectually superior, society would lose out on a wealth of talent that emerges through dedication rather than innate ability.
- The Perils of Overconfidence and Procrastination
Adding more to it, an overemphasis on intellectual superiority also fosters an environment of academic negligence. Indeed, overconfidence, a common pitfall among highly intelligent students, often results in procrastination and lack of preparation. Evidently, a London-based study revealed that 65 per cent of high-IQ students failed to reach their academic potential due to inadequate time management and failure to adhere to structured study routines. So, if not accompanied by diligence, intelligence can lead to academic stagnation.
Moreover, procrastination disproportionately affects intellectually superior students. A study from Hong Kong University found that 30 out of 50 highly intelligent students struggled with chronic procrastination, leading to a decline in performance despite their cognitive capabilities. On the other hand, hardworking students – who may not possess extraordinary intellectual abilities – thus develop effective study habits that allow them to stay on track; complete their assignments; and excel academically.
- Educational Injustice: A Gatekeeping Mechanism?
Lastly, limiting higher education to the intellectually superior poses significant ethical concerns. Such an approach inherently discriminates against students from underprivileged backgrounds who may not have had access to high-quality primary and secondary education. And if universities prioritize intelligence over work ethic, they inadvertently perpetuate educational injustice, which widens the gap between the privileged and the disadvantaged.
Undoubtedly, education should serve as a platform for growth rather than an elitist institution that filters out those deemed “lesser.” But many students – especially those from marginalized communities – may not initially exhibit intellectual superiority due to socio-economic constraints, but with proper resources and opportunities, they can develop into exceptional scholars. Thus, denying them access based on an arbitrary measure of intelligence would undermine the foundational principle of education as a tool for social mobility.
A Question of Efficiency?
However, critics argue universities should admit only the intellectually superior to ensure that academic resources are allocated efficiently. Their argument rests on the premise that exceptionally intelligent students grasp complex concepts more quickly, requiring less time and effort from instructors. By focusing on the brightest minds, institutions can theoretically produce highly skilled professionals at a faster rate, contributing to the advancement of society.
However, this perspective is short-sighted. While intelligence may enable quicker comprehension, it does not guarantee mastery. In fact, hardworking students who practice continuously often surpass their naturally gifted counterparts in skill acquisition. Moreover, a university environment that encourages diversity in learning styles and experiences enriches academic discourse, thus fostering creativity and innovation that would otherwise be stifled in an exclusive, high-IQ setting.
Intelligence vs. Effort: Striking the Right Balance
Another common counterargument is that intelligent students can contribute more to research and innovation. The assumption is that prioritizing intellectual superiority leads to groundbreaking discoveries and advancements. While this claim has some merit, it fails to acknowledge that many of history’s greatest innovations stemmed from relentless trial and error rather than sheer intellect. Undeniably, scientific progress is often driven by individuals who exhibit perseverance and resilience in the face of repeated failures.
Furthermore, intelligence alone does not equate to productivity. Many highly intelligent individuals struggle with focus and practical application. Therefore, a balanced approach – where intelligence is considered but not prioritized over hard work – ensures that universities cultivate a student body equipped with intellectual ability and the persistence necessary for real-world success.
Ending the debate, higher education should not be an exclusive privilege for the intellectually superior but a merit-based opportunity for those who demonstrate hard work; persistence; and competency. Indeed, intelligence alone is insufficient without dedication, discipline, and adaptability. Therefore, universities must embrace inclusivity by recognizing that success stems from natural ability, resilience, and effort. So, only by valuing diligence – alongside intellect – can truly empower individuals to reach their full potential and contribute meaningfully to society.
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