Abstract
In this article we start from the fact that both the positive acceptance and the controversies surrounding the meritocracy approach in education are equally important. The unification of mind and affectivity as the final goal of education comes in the same line with the new interpretations of school merit, the discussion of which sheds light on a series of positive, but also critical opinions, among which the following are also included: the relationship between merit and position in society, selection and incentive, elite and performance, talent aristocracy and knowledge elite; school failure as a social responsibility; competition; equality of opportunity and equality of outcome; the reappearance and intensification of meritocratic approaches in periods of socio-economic crisis, etc. We also provide some explanations for certain views and how they help to clarify the area in which scholastic merit becomes "meritorious".
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