This paper critiques meritocracy’s foundational assumptions, arguing that its focus on ranking individuals according to flawed metrics fosters unhealthy competition, overlooks diverse human talents, fails to account for unequal starting points, and ultimately hinders both individual fulfillment and societal progress. We propose an alternative framework, the Human Interdependence Paradigm, which redefines the purpose of education. HIP emphasizes cultivating unique individual greatness. It posits that the value of this greatness is realized through applying it to solve meaningful real-world problems for others, fostering a sense of purpose and mutual reliance. HIP aims to create learning environments that promote collaboration, social intelligence, and ultimately, a more equitable and flourishing society.
We posited that the core purpose of modern education should be to empower students to identify and cultivate their unique strengths and passions—their “unique greatness”—and apply these capabilities to address significant challenges.
The answers, we contend, lie in recognizing the fundamentally social nature of human existence. The value of human life is deeply intertwined with serving and connecting with others; we are evolutionarily predisposed toward collaboration and mutual contribution (Fehr & Fischbacher, 2003; Grant, 2014; Lieberman, 2013).
Redefining merit as unique individual greatness paves the way for a fundamental shift from an educational paradigm based on competition to one centered on Human Interdependence. In HIP, the goal is not for students to outperform one another on a single scale, but for each individual to cultivate their unique strengths—their jagged profile of excellence (Rose, 2016; Zhao, 2018b). Every form of unique excellence holds potential value (Zhao, 2019).This value is realized when individuals apply their unique greatness to identify and solve problems that matter to others (McDiarmid et al., 2025). Contributing meaningfully to the well-being of others fosters a sense of purpose, leading toward self-actualization and authentic happiness (Maslow, 1999; Seligman, 2002). When each person develops unique capabilities and uses them to address the needs of others, while simultaneously relying on the unique capabilities of others to meet their own needs, a state of productive and supportive interdependence emerges.
HIP necessitates teaching students to recognize and value their own strengths and to understand how these strengths can create value for others. Crucially, it also involves teaching them to identify and appreciate the diverse strengths of their peers, fostering mutual respect and understanding that weaknesses in one area can be complemented by another’s strengths. This perspective forms the basis of true collaboration, which thrives on diversity (Page, 2007). Collaboration, therefore, becomes less about generic skills and more about “social intelligence”—the ability to understand others, recognize complementary strengths, and orchestrate collective effort effectively (Zhao, 2016a).
By embracing personalized learning pathways that allow students to develop their distinct strengths and passions, and by structuring learning around authentic, collaborative problem-solving, HIP fosters mutual reliance and respect for diversity. It moves education away from a zero-sum game of competition toward a positive-sum dynamic of mutual flourishing. Implementing HIP requires rethinking curriculum, assessment, and pedagogy, but it offers a compelling vision for an education system that not only prepares students for an uncertain future but also nurtures their capacity for purpose, contribution, and connection in a deeply interconnected world. It invites education to fulfill its potential as a fundamentally human endeavor rooted in shared growth and mutual support.
