| Published: September 25, 2016
Meritocracy in Education: An Implicit Theory Perspective
This paper tries to look at the relation between intelligence and meritocracy where the concept of intelligence has legitimized the concept of meritocracy. Viewing intelligence as a stable or fixed entity, the concept of intelligence has legitimized the concept of ‘meritocracy’. In the name of merit based society, a large number of intelligence tests are being developed, thus, categorizing and labeling the individuals on fixed traits. The paper tries to give a unique perspective to meritocracy which has largely stood for long on the entity theory of intelligence which says that intelligence is a fixed trait and that it cannot improve through effort. Borrowing the concept of incremental theory from the implicit theory perspective (Dweck and Leggett, 1988) which posits that intelligence is not a stable entity and can improve through effort, this paper contributes a critic to the concept of meritocracy which stands on the construct of intelligence which is superficial and still struggling to reach a consensus on its definition. The paper provides useful insights to the field of education, psychology and sociology.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016, N Arora
Received: July 05, 2016; Revision Received: August 25, 2016; Accepted: September 25, 2016
Published in Volume 03, Issue 4, July-September, 2016