Introduction

As headlines and school newsletters celebrate high pass rates, and as parents and learners experience joy and well-earned relief, a familiar discourse emerges once again. Following the Independent Examination Board’s (IEB) release of matric results on 12 January, the nation’s attention turned to all things matric-related. On the same day, St John’s College reported that one of its matriculants, Siza Gule, achieved nine distinctions and was awarded a scholarship to attend Harvard University. Consequently, news spread online that he was going to study theatre, much to the surprise and criticism of many South Africans.

The Misconception of Aptitude

The news was false, of course. Siza is set to study Politics and Law. However, the public reaction revealed a mindset that is very much real. To many people, receiving nine distinctions and then choosing theatre would seem like a betrayal of one’s intelligence and potential. According to this way of thinking, a top-performing learner should become a doctor, engineer, or pursue another highly specialised profession such as actuarial science. This perception suggests that academic excellence only has value when it leads to careers viewed as financially secure or socially prestigious. Humanities and arts degrees are often unfairly dismissed as impractical or inferior, despite their contribution to society and culture.

The Burden of Pragmatism

This view is not new. For years, critics have questioned the value of studying the Arts, often asking: “What job will you get from it?” In a country with one of the highest unemployment rates and levels of inequality in the world, such concerns cannot simply be ignored. The argument appears practical on the surface, but it reduces education to financial survival alone. It assumes that the purpose of higher education is only to produce workers for the economy, rather than well-rounded individuals capable of critical thought, creativity, and social engagement.

The Educational-Industrial Complex

This mindset transforms universities into extensions of a broader educational-industrial system. Students become what political theorist Wendy Brown describes as “bits of human capital” — individuals valued mainly for economic productivity rather than intellectual or civic growth. What this perspective overlooks is that universities are spaces for exploration, reflection, and critical thinking. They are places where students learn to challenge ideas, understand society, and engage with the world in meaningful ways. Education is more than the qualification one receives at graduation.

Conclusion

For those still unconvinced about the value of the Arts, it is worth considering everyday life itself. Music, literature, film, theatre, and poetry shape how people celebrate, grieve, connect, and express themselves. At weddings, funerals, and celebrations, people rarely turn to mathematical formulas or scientific theories for comfort or meaning. The Arts remain deeply woven into human experience, reminding us that education is not only about making a living, but also about understanding what it means to live.

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