... intelligence *is* largely fixed. Studying algebra or French or the piano should be done because of the intrinsic value of those activities or because academic achievement helps you get ahead, not because studying makes you smarter. I have seen little evidence that it raises "g". I doubt that lying to people (or to put it more diplomatically, muddling the meaning of concepts such as "intelligence") is the path to educational progress.
Interesting point. Intelligence includes both fluid and crystalized intelligence.
Ultimately, upon graduation and in real-life situations few are asked about their IQ, g, or Gf while many are asked for their demonstrated skills, achievements, and accomplishments... this accumulated knowledge is commonly considered when individuals regard the degree to which another is smart/intelligent.
The reason we advocate for innately gifted kids is largely because they need the appropriate size challenges to be able to convert their IQ into skills, achievements, and accomplishments. Their inner
cheetah needs the challenge of chasing that proverbial fast antelope, lest they become underachievers.
This is not to take away from every kid getting their appropriate challenge-level curriculum. IQ is not the sole determinant of the degree of skill development, achievement, accomplishment... these may be based upon drive, persistence, grit, determination, motivation, and external/environmental factors including opportunity. In the final analysis, individuals may be much less known for their IQ or g than for their skills, achievements, accomplishments, and other characteristics and personal attributes.
