By: Dr. Thomas WolberÂ
As a teacher, I have long felt that intelligence is overrated. It alone does not lead to successful outcomes. Over the years I have seen many smart students fail, and I have seen students with average intelligence and sophistication do well. You do not need to be super smart to succeed. Whether you achieve your goals or not is determined less by your cognitive abilities than by noncognitive factors such as personality and grit. Character is at least as important as intellect.
You have heard the word âgritâ before. These days it is widely used â in education, athletics, the military and the job market. But what exactly is it? What are the necessary components? Why is it important and why do employers seem to value it above everything else?
Letâs start with the dictionary and the original etymological meaning of the word. Like many other four-letter words of the English language, it has a Germanic origin, suggesting deep roots indeed. Grit is far removed from the French Enlightenment and modern intellectualism. You are more likely to find it in your guts than in your brain. In Old Icelandic, the word âgritâ meant âstone, pebble, rock, boulder.â No wonder then the dictionary defines grit as âfirmness of character, indomitable spirit, pluckâ and lists âresolution, fortitudeâ as synonyms. Other words to describe âgritâ may include ambition, dedication, determination, drive, endurance, hardiness, passion, perseverance, persistence, resilience, stamina, steadfastness, tenacity, toughness, zeal, zest and the like.
Thus, we can now define grit as âthe will to act and succeed,â âthe refusal to fail,â âthe strength to overcome adversity,â âthe tenacity to achieve long-term goals,â âthe ability to face challenges,â âthe capacity to set and accomplish goals,â âthe capability to deal with failure,â âthe determination to pull yourself through a crisis,â âfire in the belly,â and so on.
If it is your long-term goal to graduate from Ohio Wesleyan within four years and with a good GPA, then, yes, grit is definitely something you should have. Teachers agree that for educational attainment it is more important than anything else, certainly more important than mere brainpower. An average, hard-working student with a fair amount of grit will always outperform an intellectual dreamer who lacks purpose and willpower and fails to act. In my experience, grit trumps intelligence.
Grit is an individualâs most important asset. An increasing number of schools and employers agree that intelligence is an unreliable indicator of future success, which is why they value grit more and more. Yes, raw and natural talent does matter, but to become an accomplished farmer, car mechanic, athlete, translator, doctor, or musician first and foremost requires years and years of theoretical schooling and practical experience. Learning is demanding, and there are no short cuts. Studies have shown that gritty individuals work longer and harder than others, which is why they succeed where others fail.
This observation has serious implications for education and the labor market. If grit matters more than mere intelligence, why do schools continue to focus on cognitive intelligence and academic performance? Should we not equally emphasize noncognitive abilities such as emotional and social intelligence, interpersonal skills, maturity, fairness, curiosity, generosity, kindness, self-control, leadership, integrity, honesty, creativity, fearlessness, and so on?
For example, some of the smartest students go into medicine, but sometimes they sorely lack qualities such as compassion and empathy. A high IQ and phenomenal SAT and ACT scores alone mean little. Shouldnât there be a healthy balance of cognitive and noncognitive skills? Arenât schools setting students up for long-term failure if they donât inculcate character development with the same zest as they do academic preparation?
We are faced with a fundamental paradox here. Academic instruction is entirely knowledge-based. A studentâs transcript reflects academic performance but reveals little or nothing about that studentâs personality. But the recommendation letters we teachers write for study abroad, assistantships, fellowships, employment, government jobs and graduate schools often stress entirely different qualities than those we impart in the classroom. A checklist I filled out recently listed âacademic abilityâ as only one of 12 characteristics!
A while back, I conducted an inventory of the many noncognitive factors that employers explicitly inquire about, and I came up with a list of over 30 even though I counted things like âreliability, dependability, responsibilityâ as only one item. A surprising number of employers require things like âphysical vitality, agility, vigor, stamina,â including âmanual dexterity.â âBehavior under stress, pressure, strainâ is important, and âintegrity, honesty, trustworthinessâ matters a lot. The list goes on and on. Ironically, however, you will not find many of these traits on academic syllabi or discussed in class. Is this something K-12 schools and colleges should have a conversation about? I have heard of schools where students graduate not only with a GPA, but also with a CPA â a character-point average. It may be hard to implement such as program, but there seems to be a certain need and demand for it.
One last point â it has been said the focus on grit alone may lead to egotism and careerism. Being too gritty can have the potential of making you insensitive to the feelings and needs of others and can lead to neglecting community, social responsibility, and the public good.
The way I see it, however, character-based education does not have to be disconnected from morality and ethics â on the contrary! Performance character and moral character are linked and complement each other. For example, there is a social stigma against performance-enhancing tricks such as corruption, cheating, and doping. Besides, the quest for fame and fortune is typically not high on the priority list of gritty individuals.
OWUâs Statement of Aims provides a good example for such a balance. It states knowledge, character (grit) and values form the basis for a liberal arts education. All three are needed to be prepared for life and to become a happy, successful human being. The foundation would be shaky indeed if any one of the three elements were missing. None can stand alone, but together they form the bedrock that will sustain you throughout life.
Dr. Thomas Wolber is an associate professor of German at Ohio Wesleyan. Â He teaches all levels of German language, literature and civilization. In addition to those subjects, he specializes in comparative literature and environmental studies.