>In fact, standardized tests items must be well-defined problems, because they require indisputable answers. Matching a word to its synonym, finding the area of a trapezoid, putting pictures in the correct order—all common tasks on IQ tests—are well-defined problems.
>Spearman was right that people differ in their ability to solve well-defined problems. But he was wrong that well-defined problems are the only kind of problems. “Why can’t I find someone to spend my life with?” “Should I be a dentist or a dancer?” and “How do I get my child to stop crying?” are all important but poorly defined problems.
I wish the article went a bit deeper into analyzing the structural flaws of intelligence tests, because I think this is also an answer to why some people do poorly in school, yet seem to do very well in life overall (materially and emotionally speaking). The ability to find happiness is something worth teaching to people, if it can be taught. I honestly don't know if it can be. Certainly the ancients believed a good, moral life could be achieved through instruction, as the sheer number of writings on that topic they left behind clearly indicate, but then they also had a lot of curious ideas about the nature of reality as we know it. I think it's definitely worth considering reordering the priority of our education toward "poorly defined" questions, at least in part. The real difficulty will be finding people "qualified" to teach these "lessons".