Abstract
The tension of academic merit versus fair representation and the tension of intelligence versus education as the key determinant of worldly success basically reflect differing stands on the importance of aptitude versus achievement. Either students have the ability or they achieve the ability. Either students come equipped with intelligence or they acquire intelligence. Mixed admissions policies imply a belief that students can acquire the ability to succeed at the university and go on to worldly success.
Science must be understood as a social phenomenon, a gutsy human enter- prise, not the work of robots programmed to collect pure information.
Stephen Jay Gould [1]
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Notes
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Ibid.
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Browne-Miller, A. (1995). Academic Aptitude versus Achievement. In: Intelligence Policy. Environment, Development, and Public Policy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1865-5_8
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